Teachers’ Plurilingual Identities in Transnational Contexts
Editors
[Australian Review of Applied Linguistics, 38:3] 2015. 98 pp.
Publishing status: Available
Published online on 1 January 2015
Published online on 1 January 2015
© John Benjamins Publishing Company
Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.
For any use beyond this license, please contact the publisher at rights@benjamins.nl.
Table of Contents
- Editorial: Teachers’ plurilingual identities in transnational contextsClea Schmidt & Antoinette Gagné | p. 98
- Identities in motion: Rethinking teacher-student identity negotiation in multilingual school contextsJim Cummins | pp. 99–105
- Plurilingual teachers and their experiences navigating the academy: Lessons and strategies for equityAntoinette Gagné, Carrie Chassels & Megan McIntosh | pp. 106–122
- Plurilingual pre-service teachers in a multicultural society: Insightful, invaluable, invisibleRobyn Moloney & Andrew Giles | pp. 123–138
- Betwixt and between: Language and IETs repositioning in British ColumbiaMonica Frank & Roumiana Ilieva | pp. 139–154
- A framework for inclusion: Plurilingual teachers in day and community schoolsKenneth Cruickshank | pp. 155–171
- Linguistic barriers among Internationally Educated Teachers in Ireland and Canada: A critical comparative analysisClea Schmidt & Rory McDaid | pp. 172–183
- Review of Barton, D. & C. Lee (2013) Language online: Investigating digital texts and practicesReviewed by Paul A. Gruba | pp. 184–186
- Review of Page, R. E. (2012) Stories and social media: Identities and interactionReviewed by Melanie Burns | pp. 187–190
- Review of Waniek-Kliczak, E. & M. Pawlak, eds. (2015) Teaching and researching the pronunciation of English: Studies in honour of Włodzimierz SobkowiakReviewed by Sharif Alghazo | pp. 191–194
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