Contributors

Editors Xuesong (Andy) Gao is an associate professor in the School of Education, the University of New South Wales (Australia). His current research and teaching interests are in the areas of learner autonomy, sociolinguistics, vocabulary studies, language learning narratives and language teacher education. His major publications appear in journals including Applied Linguistics, Educational Studies, English Language Teaching Journal, Journal of Multilingual and Multicultural Development, Language Teaching Research, Research Papers in Education, Studies in Higher Education, System, Teaching and Teacher Education, TESOL Quarterly and World Englishes. In addition, he has published one research mono- graph (Strategic Language Learning) and co-edited a volume on identity, motivation and autonomy with Multilingual Matters. He is a co-editor for the System journal and serves on the editorial and advisory boards for journals including The Asia Pacific Education Researcher, Journal of Language, Identity and Education and Teacher Development.

Hayriye Kayi-Aydar is an assistant professor of English applied linguistics at the University of Arizona. Her research works with discourse, narra- tive and English as a second language (ESL) pedagogy, at the intersections of the poststructural second language acquisition (SLA) approaches and interactional sociolinguistics. Her specific research interests are agency, identity and positioning in classroom talk and teacher/learner narratives. Her most recent work investigates how language teachers from different ethnic and racial backgrounds construct professional identities and how they position themselves in relation to others in contexts that include English language learners. Her work on identity and agency has appeared in various peer-reviewed journals, such as TESOL Quarterly, Teaching and Teacher Education, ELT Journal, Critical Inquiry in Language Stud- ies, Journal of Language, Identity, and Education, Journal of Latinos and Education, System and Classroom Discourse. She is the author of the

vii viii Theorizing and Analyzing Language Teacher Agency monograph Positioning Theory in Applied Linguistics: Research Design and Applications (Palgrave MacMillan, 2019).

Elizabeth R. Miller is an associate professor in the Department of Eng- lish at the University of North Carolina at Charlotte. Her research uses discourse analysis to explore issues relating to language learner identity and agency, power relations and language ideologies as they emerge in interactions involving adult immigrant learners of English. More recently, her research has focused on language teacher identity, agency and emotions. She has published a monograph titled The Language of Adult Immigrants: Agency in the Making and is co-editor of Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Perspectives, both published by Multilingual Matters. Her research can also be found in journals such as Applied Linguistics, Modern Language Journal, Linguistics and Education, International Journal of Applied Lin- guistics, Multilingua, TESOL Quarterly among others. She is currently a member of the editorial board for TESOL Quarterly.

Manka Varghese is an associate professor at the University of Washing- ton, Seattle. Her main areas of research focus on the formation and pro- duction of language teacher identity and emerging bilingual/immigrant students’ college-going selves, and engages in critical perspectives that involve the exploration of agency in her theoretical frameworks. She was recently the lead editor of a TESOL Quarterly special issue on language teacher identity. Her articles have appeared in TESOL Quarterly, Jour- nal of Language, Identity and Education, Critical Inquiry in Language Studies and International Journal of Multicultural Education along with numerous book chapters in edited volumes. She has served on the edito- rial board of Anthropology and Education Quarterly and currently serves on the editorial board of TESOL Quarterly.

Gergana Vitanova is an associate professor at the University of Central Florida. Her research spans sociocultural issues of second language acquisition. Specifically, it focuses on the interplay between language learning and language teaching, identity, gender and agency. She is par- ticularly interested in Bakhtin’s dialogical theory and its application to the analysis of narrative discourse. She has published in national and international journals such as Journal of Language, Identity, and Edu- cation, Critical Inquiry in Language Studies, Language and Dialogue and others. She is also the author of the book Authoring the Dialogical Self: Gender, Agency, and Language Practices (John Benjamins) and a co-editor of the volumes Dialogues with Bakhtin on Second and Foreign Language Learning: New Perspectives (Lawrence Erlbaum Associates) and Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Perspectives (Multilingual Matters). Contributors ix

Authors Michele Back is an assistant professor of world languages education at the University of Connecticut. She works with pre-service and in-service teachers of Spanish, French and Chinese. Her research interests include world language teacher development and professionalization, includ- ing target language use and acquisition; cultivating global citizenship; developing a pedagogy of symbolic competence; and the role of translan- guaging and multilingual ecology in transforming schools and other com- munities of practice. She has published articles in the Modern Language Journal, Foreign Language Annals and L2, as well as the books Racismo y lenguaje (with Virginia Zavala; Fondo Editorial PUCP, 2017) and Transcultural Performance: Negotiating Globalized Indigenous Identi- ties (Palgrave-MacMillan, 2015).

Xia Chao is an assistant professor in second language education. Her research focuses on the intersections among language, literacy, identity, culture and pedagogy in multicultural settings. Her work has appeared in various peer-reviewed research journals, including Journal of Literacy Research, Anthropology and Education Quarterly, Linguistics and Edu- cation, Journal of Early Childhood Literacy, Critical Inquiry in Language Studies, Urban Education among others. Dr Chao is the recipient of the 2015 J. Michael Parker Award of the Literacy Research Association and the 2016 Outstanding Early Career Scholar Award in the Adult Literacy and Adult Education Special Interest Group of American Educational Research Association.

J. Spencer Clark is assistant professor of curriculum studies at Kansas State University. His research focuses on the concept of agency in teach- ing, teacher education, K-12 classrooms and students’ use of technology. His research explores the ways individuals achieve and generate agency within educational and historical contexts. He has conducted research and professional developments in the United States and countries in Eastern Europe, the Middle East and Central Eurasia. He teaches courses in curriculum theory, action research and social studies methods. He is a former high school world history, civics, economics and world literature teacher.

Peter De Costa is an assistant professor in the Department of Linguis- tics and Languages at Michigan State University. His primary areas of research are identity and ideology in SLA. He is the author of The Power of Identity and Ideology in Language Learning (Springer, 2016). He also edited Ethics in Applied Linguistics Research (Routledge, 2016). His work has appeared in AILA Review, Applied Linguistics Review, Inter- national Journal of Applied Linguistics, Language Learning, Language x Theorizing and Analyzing Language Teacher Agency

Policy, Language Teaching, Linguistics and Education, Research in the Teaching of English, System, TESOL Quarterly and The Modern Lan- guage Journal. He is the co-editor of TESOL Quarterly.

Emily Edwards is a lecturer in academic language and learning at the University of Technology, Sydney, Australia. She is also a visiting fel- low at the University of New South Wales, Sydney, where she recently completed her PhD in education. Her PhD study explored the impact of action research on English language teachers’ professional identity devel- opment, and the findings have been published in TESOL Quarterly, ELT Journal and the English Australia Journal. In addition to teacher research and teacher education, she also researches academic literacy and the emo- tional and social aspects involved in advanced language development.

Aliza K. Fones is a post-doctoral scholar in the Department of Teaching and Learning at the University of Iowa. A former K-12 ELL teacher, Dr Fones investigates the experiences of English learner teachers and the lan- guage policies and contexts that shape their work. Currently, her work includes the ACCEL (Advocacy, Capacity, and Collaboration for English Learners) in Iowa project, supporting teachers to improve their instruc- tion for English learners. Other research interests include immigration and education, dual-language instruction and teacher education.

A. Jyoti Kaneria is a doctoral student in the Teaching and Learning, Language and Literacy PhD Program at Georgia State University. She has worked with and taught emerging bilinguals, both adults and youth, in Southwestern and Southeastern United States and Mexico. She has also conducted research in the United States and Mexico and is interested in continuing her research focused on emerging bilinguals with critical approaches to her work.

G. Sue Kasun is assistant professor of language education in the Depart- ment of Middle and Secondary Education at Georgia State University. She is the founding director of the Georgia State University Center for Transnational and Multilingual Education. Her research interests include transnationalism, language and education, especially as they link with indigenous ways of knowing – areas that she has been studying on a Fulbright award in Pachuca, Mexico. Her publications have appeared in journals including TESOL Quarterly, Anthropology & Education Quar- terly and Teachers College Record.

Wendy Li is a PhD student in the Second Language Studies program at Michigan State University. She joined the program in fall 2015. Before coming to the United States, she taught English as a foreign language in different educational institutions in China for more than two years. Her Contributors xi research interests include instructed second language acquisition, lan- guage teacher identity, agency, emotions and language socialization. She holds an MA in TESOL from Lancaster University, UK.

Patricia Mayes is an associate professor, whose research interests include sociolinguistics, conversation analysis and membership categorization analysis. She has examined the discursive construction of agency, identity and stance in online settings, as well as various face-to-face settings. Her recent work examines how writing teachers’ displays of authority enact agency and identity and reveal the pedagogical norms of the context. She has published work in Studies in Language, Research on Language and Social Interaction, Discourse and Society and Discourse Studies, as well as in the edited collections Pragmatics Across Languages and Cultures and Innovative Methods and Technologies for Electronic Discourse Analysis.

Priti Sandhu is an associate professor in the English Department of the University of Washington. She received her PhD in second language acquisition from the University of Hawai‘i at Manoa in 2010. Her research interests include discourse analysis with a focus on narrative analysis, postcolonial language education policies and the intersectional- ity of language and identity. Her book, Professional Identity Construc- tions of Indian Women, was published by John Benjamins. In addition to chapters in anthologies, her articles have appeared in Applied Linguis- tics, Applied Linguistics Review, International Journal of the Sociology of Language, Multilingua and the Journal of Language, Identity, and Education.

Emmie Staker is a high school teacher primarily in the areas of English, ESOL and ethnic studies. Emmie centers principles grounded in critical language teaching and critical pedagogy. She believes ELLs deserve an enriched, critical and relevant curriculum that helps them navigate their social context with a critical consciousness, all while learning the skills deemed important in our society. Emmie has received multiple state- and county-level awards for her teaching and work with the local school district.

Alison Stewart has been living in Japan for 24 years and is a professor of English and applied linguistics at Gakushuin University in Tokyo. She completed her PhD at the Institute of Education in London in 2005 on language teacher identity, and is currently working on a book to be pub- lished by Multilingual Matters on language teacher identity in Filipino English teachers in Japan. Her interest in Filipino teachers of English has recently led her to try to learn Tagalog and to travel round the Phil- ippines. Other current research interests include inclusive practitioner research and language teaching associations. xii Theorizing and Analyzing Language Teacher Agency

Patricia Venegas-Weber is an assistant clinical professor in the Teach- ing, Learning and Social Justice Department in the College of Education at Seattle University. Her research interests center on the integration of literacy, teacher development, identity and bi-literacy and biculturalism. She has a special interest in exploring the professional identity develop- ment of elementary school teachers. Her research relates to linguistic and sociopolitical contexts for teaching and teacher agency to negotiate and (re)create robust multilingual and multicultural literacy learning spaces for linguistically diverse students. Her work appears in the Journal of Literacy Research (JLR).

Amber N. Warren is an assistant professor of teacher education for teaching English language learners in the Literacy, Language and Culture program at the University of Nevada, Reno, where she teaches courses on topics and issues related to education in linguistically and culturally diverse settings. In her research, she primarily focuses on the use of dis- course and conversation analysis methods to understand teacher prepa- ration and interaction in online contexts and the intersection of teacher practice and education policy. She is also co-author of the TESOL pub- lication, Pedagogy and Practice for Online English Language Teacher Education.

Karin Zotzmann lectures in applied linguistics at the University of Southampton and has previously worked in the same area at different public and private universities in Mexico. Before taking up her position in Southampton, she worked at the Institute of Education, University of London (UK) and the College of Education and Leadership, Walden Uni- versity (USA). Her main research interests include the conceptualization of intercultural competencies and learning in different social domains (education, business and military) within the framework of transnational or globalization processes, the impact of social class on foreign language learning and teaching and the implications of the internationalization and marketization of higher education on academic practices and inclusivity.