WHEN: Friday, November 13th, 11:00am-12:00pm (Eastern US Time)PRESENTERS: Feifei Fan and Ester de Jong, University of Florida, USAThis presentation discusses findings from a case study exploring the experiences of a Chinese language teacher in the United States and how she constructed her professional identities during and after her teacher preparation in a U.S.‐based ESL teacher preparation program. Using narrative inquiry to understand the participant's experience, the study identified two key transitional periods: moving from China to the United States and transitioning from a student into a professional career. During these transitional periods, findings reveal the dynamic nature of language teacher identities as individuals find themselves in different English language teaching contexts. The study also shows how professional identities are constructed in discourse and shaped by native speaker ideologies in the English language teaching field, and reveals the dearth of critical reflection of Asian ethnic English language teachers on raciolinguistic ideologies obscuring their raciolinguistic identities. Implications for international students' English language teacher preparation are discussed.
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