ALIS Webinar: Teacher Identity, Awareness, and Critical Autoethnography

When:  Sep 25, 2020 from 11:00 AM to 12:00 PM (ET)

Description

Identity and Awareness in Teacher Education

Kristen Lindahl, University of Texas at San Antonio
As language teachers develop and negotiate intersectional (and sometimes conflicting) identities, their awareness of language itself may also evolve. This presentation highlights empirical mixed methods studies that discuss critical/teacher language awareness via an identity lens.

Critical Autoethnography as an Identity-focused Teacher Learning Activity

Bedrettin Yazan, University of Texas at San Antonio
This presentation responds to Reeves’ (2018) call to incorporate “explicit, guided teacher identity work” in teacher education. It discusses the presenter’s practices using critical auto-ethnography as a language teacher-learning activity that provides teacher candidates with a discursive space to narrate and analyze their identities through experiences within political contexts.

Presenters

p78IU1u1Q2yyeiLA9f03_temp.pngKristen Lindahl is Associate Professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio, USA. She has 20 years of experience teaching and preparing educators to work with multilingual learners. Dr. Lindahl’s research focuses on critical/teacher language awareness, content and language integrated learning, and identity approaches to educators’ lives. She is Immediate Past Chair of the Teacher Educator Interest Section (TEIS) for TESOL and an associate editor of TESOL Journal. Current representative scholarly articles appear in Journal of Immersion and Content-Based Language Education, The New Educator and English Teaching and Learning, with a co-edited book, “Language teaching and teacher learning as identity work in TESOL” published by Routledge in July 2020.

Bedrettin Yazan is Associate Professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. He has experience teaching English in Turkey and preparing teachers to work with English language learners in the US. He has served TESOL and AAAL in various roles (e.g., conference strand coordinator, nominating committee, interest section chair, conference connections). His research focuses on language teacher learning and identity, collaboration between ESL and content teachers, language policy and planning, and World Englishes. His recent work has appeared in TESOL Journal, Teacher Education Quarterly, ReCALL, International Multilingual Research Journal, and European Journal of Language Policy. He has a recent co-edited book (with Kristen Lindahl), entitled Language teaching and teacher learning as identity work in TESOL, published by Routledge in July 2020.