(Re)negotiating Asian and Asian American identities in solidarity as language teacher educators: An AsianCrit discourse analysis

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

TESOL Journal Pub Date : 2024-07-27 DOI:10.1002/tesj.854

Kevin M. Wong 黃浩文, Minhye Son 손민혜, Wenyang Sun孙文扬, Jongyeon Joy Ee 이종연, Samantha Harris, Jungmin Kwon 권정민, Khánh Lê, Zhongfeng Tian 田中锋

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Abstract

The historical and contemporary experiences of Asian/Asian Americans in the United States casts light on the significance of identity negotiation and construction. In this study, the identities of Asian/Asian American language teacher educators (LTEs) are examined within the current sociopolitical context, shedding light on the persistent pursuit of legitimacy and belonging within the Asian/Asian American LTE community. More specifically, this study examines the teaching philosophies of eight Asian/Asian American LTEs from different institutions and regions across the United States as a collective and critically reflexive entryway into their experiences and commitments as LTEs. Using AsianCrit to analyze participants' teaching statements and focus group discussions, this study uncovers (1) a commitment to asset‐based and culturally sustaining pedagogies, (2) identity‐informed convictions to foster critical consciousness in language teacher candidates; (3) pressures to downplay Asian intersectional identities to survive the Eurocentric norms of the job market; (4) a desire to do more than survive; and (5) the power of the collective for healing and liberation. The article concludes with a call for teacher education programs to create spaces for teacher educators to share lived experiences, foster community, and challenge the dominant narratives that marginalize Asian and other minoritized LTEs.

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(作为语言教师教育者，在团结一致中（重新）协商亚裔和亚裔美国人的身份：亚洲批评话语分析

美国亚裔美国人的历史和当代经历揭示了身份协商和建构的意义。本研究在当前的社会政治背景下考察了亚裔/美籍亚裔语言教师教育者（LTEs）的身份，揭示了亚裔/美籍亚裔语言教师教育者群体对合法性和归属感的不懈追求。更具体地说，本研究考察了来自美国不同机构和地区的八位亚裔/美籍亚裔语言教育工作者的教学理念，以此作为他们作为语言教育工作者的经验和承诺的集体批判性反思入口。本研究利用 AsianCrit 分析参与者的教学陈述和焦点小组讨论，揭示了：（1）对基于资产和文化可持续教学法的承诺；（2）以身份为基础的信念，以培养语言教师候选人的批判意识；（3）淡化亚裔交叉身份的压力，以在以欧洲为中心的就业市场规范中生存下来；（4）做得比生存更多的愿望；以及（5）集体治愈和解放的力量。文章最后呼吁师范教育项目为师范教育工作者创造空间，分享生活经验，促进社区发展，并挑战边缘化亚裔和其他少数民族乐虎国际手机客户端的主流叙事。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

TESOL Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： TESOL Journal (TJ) is a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL. TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. Articles enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research.