Author Description

<p><b>The first volume to focus on race, ethnicity, and accent as elements of language teacher identity, a valuable guide for in-service teachers and teachers-in-training</b> <p><i>Language Teacher Identity </i>presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity. <p>With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students, student teachers, and teachers may bring into the classroom. Topics include the impact of policies and ideologies on teacher identity development, the intersection between L2 teacher identity and teacher emotion research, awareness of ethnic accent bullying, and the use of transraciolinguistic approaches in the classroom. This unique new work: <ul> <li>Provides a broad overview of the different types of challenges language teachers face in their careers</li> <li>Focuses on race, ethnicity, plurilingualism, and accent as fundamental elements of a language teacher’s identity</li> <li>Discusses the sensitive political and social factors that complicate the role of a language teacher in the classroom</li> <li>Covers the teaching of a wide range of languages, including English, Japanese, Portuguese, French, Spanish, and Norwegian</li> <li>Addresses key issues and significant gaps in contemporary research on language teacher education, including the experiences of teachers of two or more l