Teachers of Chinese Ancestry: Interaction of identities and professional roles

"Do You Know Your Language?" How Teachers of Punjabi and Chinese Ancestries Construct Their Family Languages in Their Personal and Professional Lives

“…Previous research on perceptions of teachers of Punjabi (Hirji & Beynon, 2000) and Chinese ancestry (Beynon, Ilieva, & Dichupa, 2001) illustrates that, in addition to their normative responsibilities, teachers use their minority languages for translation and interpretation between their respective communities and the mainstream education system. Previous research on perceptions of teachers of Punjabi (Hirji & Beynon, 2000) and Chinese ancestry (Beynon, Ilieva, & Dichupa, 2001) illustrates that, in addition to their normative responsibilities, teachers use their minority languages for translation and interpretation between their respective communities and the mainstream education system.…”

“…One and a half hour interviews were guided by a consistent series of open-ended questions on the following topics: family background, school experiences from elementary to postsecondary teacher education, and employment experiences. This theme of linguistic identities was not a specific focus in our initial, more broadly based inquiries regarding teachers' identities and the ways in which family, community, and educational experiences were implicated in professional identities (Beynon, Ilieva, & Dichupa, 2001;Hirji & Beynon, 2000). Our specific focus in this article on (heritage) linguistic dimensions of identity reflects a grounded theory approach where data collection precedes theory building (Strauss & Corbin, 1990, p. 23).…”

“I Listened to Korean Society. I Always Heard that Women Should be this Way …”: The Negotiation and Construction of Gendered Identities in Claiming a Dominant Language and Race in the United States

“…However, empirical data pertaining to how students from these countries navigated through their TESOL programs and how they became (or did not become) participatory members of different professional communities within the field of TESOL have been almost nonexistent. A few exceptions to this came from the fields of TESOL and general teacher education: (1) immigrant women in Canada (Norton, 2000); (2) Chinese English as a Foreign Language (EFL) teachers in Asian contexts (Tang, 1997); (3) visible minority women ESL teachers in Canada (Amin, 1997); (4) an Asian female pre-service teacher in a mainstream context (Pailliotet, 1997); (5) male and female PARK Chinese Canadian teachers' identities and roles (Beynon, Ilieva, & Dichupa, 2001); (6) professional identities of female, Native English Speaking (NES), and Non-Native English Speaking (NNES) English as a foreign language educators in Japan (Simon-Maeda, 2004); and (7) identities of female Japanese students in education (Morita, 2004). Thus, the importance of the paucity of information in the literature on this topic points to the necessity for scholars in the field of TESOL to go beyond the status quo in understanding the lives and experiences of East Asian women and how their TESOL programs have (or have not) begun to serve their future professional needs.…”

Intersections of Social Cohesion, Education, and Identity in Teachers, Discourses, and Practices

“…Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. Ilieva, & Dichupa, 2001;Casey, 1993;Cochran-Smith, 1995Dagenais, 2008;Florio-Ruane, 2001;Goldstein, 2003;Hornberger, 2003;Ladson-Billings, 1994;Regenspan, 2002;Sleeter,1992).…”