Teachers’ Transnational Identities as Activity: Constructing Mobility Systems at the Intersections of Gender and Language Difference

Cristina Sánchez-Martín

31 citations0/0 files storedTESOL Quarterly

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Multilingual Education and Policy EFL/ESL Teaching and Learning Teacher Education and Leadership Studies

Abstract

Abstract While studies following a translingual orientation have demonstrated the potential for decolonial pedagogical practices (Cushman, 2016), including teachers’ self‐decolonization by drawing on their translinguistic identities (Motha, Jain, & Tecle, 2012), a translingual paradigm and pedagogy also has the potential to address “the intersection of several structuring nodes in the colonial matrix of power” (Cushman, 2016, p. 238). Some studies have put forth women’s narratives and lived experiences as teachers (Motha, Jain, & Tecle, 2012; Park, 2017); however, few studies have investigated identity construction at the intersections of language and gender when teachers are asked to explicitly engage in translingual and transnational labor. Drawing on mobility systems (Fraiberg, 2018), Individual Networks of Practice (INoPs) (Zappa‐Hollman & Duff, 2015), and translingualism (Canagarajah, 2012), this qualitative study offers a detailed account of how four emergent teacher scholars construct their teaching identities when they were encouraged to scrutinize transnational spaces and identities. In particular, the study has two purposes: 1) to investigate the decolonial potential of translingual and transnational paradigms as emergent teacher scholars reflect on their identities at the intersections of language and gender and 2), to document identity reconstruction in relation to the environments and sociocultural contexts of their transnational experiences. Besides the affordances of narrative and/or autobiographical writing through translingual and transnational perspectives, the study demonstrates the benefits of identity reconstruction through mobile systems (Fraiberg, 2018) in creating opportunities for agency within oppressive discourses of language and gender in the TESOL field.

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References

2014Constructing grounded theory 2008Gender: An Intersectionality Perspective 2017Translingual Practice as Spatial Repertoires: Expanding the Paradigm beyond Structuralist Orientations 2012Translingual Practice 2006Race and TESOL: Introduction to Concepts and Theories 2017Introduction: Identity, Transdisciplinarity, and the Good Language Teacher 2019Confronting Epistemological Racism, Decolonizing Scholarly Knowledge: Race and Gender in Applied Linguistics 2018Research Methods in Applied Linguistics A Practical Resource

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2023Critical language awareness in L2 writing: Starting por la autorreflexión, 自我反省 2024“Women are capable too!” Exploring intersectionality and challenging CaLD gender stereotypes at Australian universities 2026Mobilising intersectional teacher identity work in professional development of secondary teachers of emergent bilinguals in the US 2024Translanguaging with gendered and racialized bodies: A duoethnography of two transnational Asian women teacher‐scholars

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