Description
This edited volume aims to advance a transperspectival approach (Tao & Gao, 2021) in exploring and understanding language teacher agency (Hawkins & Mori, 2018). It presents studies that illustrate methodological innovations for researching language teacher agency such as longitudinal studies and new data collection methods such as multimodal narratives and social network analysis. The studies not only delve into language teachers' diverse advocacy actions globally but also provide actionable practices for readers to understand and implement agency in their own contexts. The book brings together contributions from scholars based in diverse global contexts, including Hong Kong, Australia, the Philippines, the United States, the Netherlands, Kazakhstan, Egypt, the United Kingdom, Japan, and Ukraine, reflecting the rich geographical and cultural diversity of language teacher agency research. Encompassing EFL, ESL, and multilingual education settings, the book illuminates the myriad ways teachers demonstrate agency in both formal and informal learning environments while advocating for their students, profession, colleagues, institutions, and themselves. Additionally, the edited volume is intended to equip the teachers of multilingual learners of English with the skills to advocate for themselves effectively. Through practical examples and strategies, this volume aims to empower educators and learners alike to navigate complex educational landscapes, advocating for change and using agency to effect positive outcomes.
Chapter 1. The Landscape of Language Teacher Agency: Foundations and Future Directions.- SECTION I: CONTEXTUAL DIMENSIONS OF LANGUAGE TEACHER AGENCY.- Chapter 2. Transcend and Transform: Language Teacher Agency in Philippine Classrooms.- Chapter 3. Agency in the Making: Landscape of Evolving Language Teacher Beliefs and Agentive Identities regarding Writing Assessment Tools.- Chapter 4. An Ecological Perspective on Translanguaging Pedagogy in Bilingual Programs: Challenges and Possibilities.- Chapter 5. Teacher Transpositioning in the Heritage Language Classroom.- Chapter 6. Decentering the Western-centric racial conceptualization: Exploring the transnational Asian English teachers racial understanding and beliefs.- SECTION II: IDENTITY, EMOTION, AND THE RELATIONAL ASPECTS OF AGENCY.- Chapter 7. English Language Teacher-Tutors Emotional Labour and Agentive Maneuverings: Evidence from Rural Kazakhstan.- Chapter 8. Transnational Identity as Resource for Collective Agency: A Collaborative Autoethnography.- Chapter 9. Enhancing Relational Agency in the Multilingual College Writing Classroom: A Reflexive Dialogical Narrative Approach.- Chapter 10. Blackness, Silence, and Teacher Agency.- Chapter 11. A Symphonic Trio: Enacting Teacher Agency through Critical Friendship, Critical Pedagogy, and Critical Mentorship.- SECTION III: ACTIONABLE STRATEGIES AND TECHNOLOGICAL ADAPTATION IN CHALLENGING CONTEXTS.- Chapter 12. Language Teacher Agency and Technological Determinism.- Chapter 13. Teacher Agency through COIL in Wartime: Strategies for Resilience and Adaptation.- Chapter 14. Translanguaging for Biliteracy: Language Teacher Agency of Spanish-English Dual Language Bilingual Education Teachers.- Chapter 15. Understanding the Development of Pre-Service ESOL Teachers Sense of Agency in a TESOL Methodology Course.- Afterword.
Dr Huseyin Uysal is Research Assistant Professor in the Department of English Language Education at The Education University of Hong Kong. He holds a PhD degree in curriculum and instruction with a specialization in ESOL/Bilingual Education from the University of Florida, USA. His scholarship is driven by the values of social justice and grounded in understanding power, identity, and inclusivity in linguistically and culturally diverse schools. He positions himself within the critical and constructivist paradigms by advocating for emergent bilinguals and TESOL professionals. His research interests include fairness, justice and equity in TESOL, English learner reclassification, and plurilingualism at public schools. His work has appeared in venues such as TESOL Journal, TESOL Quarterly, Linguistics and Education, Peabody Journal of Education, and Journal of Education for Students Placed at Risk. He is currently serving as the Editor-in-Chief of Journal of Education for Multilingualism, and the Associate Editor of Journal of Education, Language, and Ideology.
Dr Xuesong Andy Gao is Professor of language and literacy education in the School of Education at the University of New South Wales. His research interests include language learner autonomy, language education policy, and language teacher education. His research has been funded by Research Grants Council (Hong Kong), Sumitomo Foundation (Japan), and the Standing Committee for Language Education and Research (Hong Kong). He has published widely in international journals, including Language Teaching, System, TESOL Quarterly, The Modern Language Journal, and Teaching and Teacher Education. He is a co-editor of International Journal of Applied Linguistics and editor of the English Language Education book series, published by Springer.
