Intersectionality of sexuality, ethnicity, and ‘(non-)native-speakerness’: a narrative inquiry of a gay Kurdish ESL teacher in Canada

References

• Abrams D, Hogg MA. 1988. Social identifications: a social psychology of intergroup relations and group processes. London: Routledge. doi:10.4324/9780203135457.
   Google Scholar
• Ahmad F. 2003. The making of modern Turkey. London: Routledge.
   Google Scholar
• Amin N. 2001. Nativism, the native speaker construct, and minority immigrant women teachers of English as a second language. Catesol J. 13(1):89–107.
   Google Scholar
• Aneja GA. 2016. (Non)native speakered: rethinking (non)nativeness and teacher identity in TESOL teacher education. TESOL Q. 50(3):572–596. doi:10.1002/tesq.315.
   Web of Science ®Google Scholar
• Appleby R. 2013. Desire in translation: white masculinity and TESOL. TESOL Q. 47(1):122–147. doi:10.1002/tesq.51.
   Web of Science ®Google Scholar
• Bakacak AG, Oktem P. 2014. Homosexuality in Turkey: strategies for managing heterosexism. J Homosex. 61(6):817–846. doi:10.1080/00918369.2014.870453.
   PubMed Web of Science ®Google Scholar
• Banegas DL, Jacovkis LG, Romiti A. 2020. A gender perspective in initial English language teacher education: an Argentinian experience. Sexual Cult. 24(1):1–22. doi:10.1007/s12119-019-09604-8.
   Web of Science ®Google Scholar
• Barkhuizen, G. (Ed.). 2016. Reflections on language teacher identity research. New York: Routledge. doi:10.4324/9781315643465.
   Google Scholar
• Barkhuizen, G., Benson, P., & Chik, A. (Eds.). 2014. Narrative inquiry in language teaching and learning research. New York: Routledge, Taylor & Francis Group.
   Google Scholar
• Bell JS. 2002. Narrative inquiry: more than just telling stories. TESOL Q. 36(2):207–213. doi:10.2307/3588331.
   Web of Science ®Google Scholar
• Bernat E. 2008. Towards a pedagogy of empowerment: the case of ‘impostor syndrome’ among pre-service non-native speaker teachers in TESOL. ELTED. 11:1–8.
   Google Scholar
• Charles QD. 2019. Black teachers of English in South Korea: constructing identities as a native English speaker and English language teaching professional. TESOL J. 10(4):e478. doi:10.1002/tesj.478.
   Google Scholar
• Clarke V, Braun V. 2017. Thematic analysis. J Positive Psychol. 12(3):297–298. doi:10.1080/17439760.2016.1262613.
   Web of Science ®Google Scholar
• Collins PH, Bilge S. 2016. Intersectionality. 2nd ed. Cambridge: Polity Press.
   Google Scholar
• Crenshaw K. 1989. Demarginalizing the intersection of race and sex: a Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. Univ Chicago Legal Forum. 140:139–167.
   Google Scholar
• Crenshaw K. 1991. Mapping the margins: intersectionality, identity politics, and violence against women of color. Stanford Law Rev. 43(6):1241–1299. doi:10.2307/1229039.
   Google Scholar
• Curran G. 2006. The forum. J Lang Identity Educ. 5(1):85–96. doi:10.1207/s15327701jlie0501_6.
   Google Scholar
• Dalley P, Campbell MD. 2006. Constructing and contesting discourses of heteronormativity: an ethnographic study of youth in a francophone high school in Canada. J Lang Identity Educ. 5(1):11–29. doi:10.1207/s15327701jlie0501_2.
   Google Scholar
• Darvin R, Norton B. 2015. Identity and a model of investment in applied linguistics. Ann Rev Appl Linguist. 35:36–56. doi:10.1017/S0267190514000191.
   Web of Science ®Google Scholar
• Dewaele J-M. 2017. Why the dichotomy ‘L1 versus LX user’ is better than ‘native versus non-native speaker. Appl Linguist. 39(2):amw055. doi:10.1093/applin/amw055.
   Web of Science ®Google Scholar
• Diniz de Figueiredo EH. 2011. Nonnative English-speaking teachers in the United States: issues of identity. Lang Educ. 25(5):419–432. doi:10.1080/09500782.2011.574702.
   Web of Science ®Google Scholar
• Farrell TSC. 2011. Exploring the professional role identities of experienced ESL teachers through reflective practice. System. 39(1):54–62. doi:10.1016/j.system.2011.01.012.
   Web of Science ®Google Scholar
• Golombek P, Jordan SR. 2005. Becoming “black lambs” not “parrots”: a poststructuralist orientation to intelligibility and identity. TESOL Q. 39(3):513–533. doi:10.2307/3588492.
   Web of Science ®Google Scholar
• Higgins C, Ponte E. 2017. Legitimating multilingual teacher identities in the mainstream classroom. Modern Lang J. 101(S1):15–28. doi:10.1111/modl.12372.
   Web of Science ®Google Scholar
• Holliday A. 2006. Native-speakerism. ELT J. 60(4):385–387. doi:10.1093/elt/ccl030.
   Google Scholar
• Hornberger NH. 2005. Opening and filling up implementational and ideological spaces in heritage language education. Modern Lang J. 89(4):605–609.
   Web of Science ®Google Scholar
• Kim H-K. 2011. Native speakerism affecting nonnative English teachers’ identity formation: a critical perspective. English Teach. 66(4):53–71. doi:10.15858/engtea.66.4.201112.53.
   Google Scholar
• Jenlink PM. 2019. Sexual orientation and teacher identity: professionalism and LGBTQ politics in teacher preparation and practice. London: Rowman & Littlefield Publishers.
   Google Scholar
• Kayi-Aydar H. 2019. Language teacher identity. Lang Teach. 52(3):281–295. doi:10.1017/S0261444819000223.
   Web of Science ®Google Scholar
• Konda 2021. Türkiye 100 kişi olsaydı [If Turkey’s population was 100]. https://interaktif.konda.com.tr/turkiye-100-kisi-olsaydi.
   Google Scholar
• Kramsch CJ, Zhang L. 2018. The multilingual instructor. Oxford: Oxford University Press.
   Google Scholar
• Lave J, Wenger E. 1991. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511815355.
   Google Scholar
• Lawrence L, Nagashima Y. 2020. The intersectionality of gender, sexuality, race, and native-speakerness: investigating ELT teacher identity through duoethnography. J Lang Identity Educ. 19(1):42–55. doi:10.1080/15348458.2019.1672173.
   Web of Science ®Google Scholar
• Lee MW, Kim SY. 2021. “I may sound like a native speaker…but I’m not”: identities of Korean English teachers with border-crossing experience. Asia-Pac J Teacher Educ. 49(2):216–229. doi:10.1080/1359866X.2020.1849539.
   Web of Science ®Google Scholar
• Lin A, Grant R, Kubota R, Motha S, Sachs GT, Vandrick S, Wong S. 2004. Women faculty of color in TESOL: theorizing our lived experiences. TESOL Q. 38(3):487–504. doi:10.2307/3588350.
   Web of Science ®Google Scholar
• Liu J. 2001. Confessions of a nonnative English-speaking professional. Catesol J. 13(1):53–67.
   Google Scholar
• Macdonald S, El-Metoui L, Baynham M, Gray J. 2014. Exploring LGBT lives and issues in adult ESOL (p. 1–35). London: British Council.
   Google Scholar
• Maddamsetti J. 2020. Intersectional identities and teaching practice in an elementary general classroom: a case study of a plurilingual teacher candidate. J Lang Identity Educ. 19(5):342–358. doi:10.1080/15348458.2019.1676158.
   Web of Science ®Google Scholar
• Mason SL, Chik A. 2020. Age, gender and language teacher identity: narratives from higher education. Sexual Cult. 24(4):1028–1045. doi:10.1007/s12119-020-09749-x.
   Google Scholar
• Moita-Lopes LP. 2006. Queering literacy teaching: analyzing gay-themed discourses in a fifth-grade class in Brazil. J Lang Identity Educ. 5(1):31–50. doi:10.1207/s15327701jlie0501_3.
   Google Scholar
• Moradkhani S, Ebadijalal M. 2021. Professional identity development of Iranian EFL teachers: workplace conflicts and identity fluctuations. J Lang Identity Educ. 1–15. doi:10.1080/15348458.2021.1988605.
   Web of Science ®Google Scholar
• Morgan B. 2004. Teacher identity as pedagogy: towards a field-internal conceptualisation in bilingual and second language education. Int J Bilingual Educ Bilingual. 7(2-3):172–188. doi:10.1080/13670050408667807.
   Google Scholar
• Nelson CD. 2008. Sexual identities in English language education: classroom conversations. New York: Routledge. doi:10.4324/9780203891544.
   Google Scholar
• O’Mochain R. 2006. Discussing gender and sexuality in a context-appropriate way: queer narratives in an EFL college classroom in Japan. J Lang Identity Educ. 5(1):51–66. doi:10.1207/s15327701jlie0501_4.
   Google Scholar
• Park G. 2015. Situating the discourses of privilege and marginalization in the lives of two East Asian women teachers of English. Race Ethn Educ. 18(1):108–133. doi:10.1080/13613324.2012.759924.
   Web of Science ®Google Scholar
• Patton MQ. 2022. Impact-driven qualitative research and evaluation. In U. Flick, editor. The Sage handbook of qualitative research design. Thousand Oaks: SAGE Publications LTD; p. 1165–1180.
   Google Scholar
• Pavlenko A. 2003. “I never knew I was a bilingual”: Reimagining teacher identities in TESOL. J Lang Identity Educ. 2(4):251–268. doi:10.1207/S15327701JLIE0204_2.
   Google Scholar
• Pavlenko, A., & Blackledge, A., editors. 2004. Negotiation of identities in multilingual contexts. Clevedon; Buffalo: Multilingual Matters.
   Google Scholar
• Peercy MM, Sharkey J, Baecher L, Motha S, Varghese M. 2019. Exploring TESOL teacher educators as learners and reflective scholars: a shared narrative inquiry. TESOL J. 10(4):e482. doi:10.1002/tesj.482.
   Google Scholar
• Phillipson R. 1992. Linguistic imperialism. Oxford: Oxford University Press.
   Google Scholar
• Ramlackhan K, Cranston-Gingras A, Catania N, Brobbey G, Rivera-Singletary G. 2022. Re(framing) identity: teacher educators’ experiences with marginalization. High Educ Res Dev. 41(3):852–866. doi:10.1080/07294360.2021.1877632.
   Web of Science ®Google Scholar
• Rudolph N. 2013. Negotiating Halil: concomitant marginalization and agency as a “non-native English speaker” student, scholar and teacher trainer. Crit Inq Lang Stud. 10(2):121–149. doi:10.1080/15427587.2013.788377.
   Google Scholar
• Said EW. 2003. Orientalism (Facsimile edition). London: Penguin.
   Google Scholar
• Savci E. 2021. Queer in translation: sexual politics under neoliberal Islam. In Queer in translation. Durham (NC): Duke University Press. doi:10.1515/9781478012856.
   Google Scholar
• Simon RI. 1995. Face to face with alterity: postmodern Jewish identity and the eros of pedagogy. In J. Gallop (Ed.), Pedagogy: the question of impersonation. Bloomington: Indiana University Press; p. 90–105.
   Google Scholar
• Tokoz Goktepe F, Kunt N. 2023. Obstructions in normative teacher identity development: a case study in Turkey. Profess Dev Educ. 49(3):442–457. doi:10.1080/19415257.2021.1879217.
   Web of Science ®Google Scholar
• Tomlinson J. 2002. Cultural imperialism: a critical introduction (Reprinted). London: Continuum.
   Google Scholar
• Tseng S-C. 2011. Understanding non-native English-speaking teacher’ identity construction and transformation in the English-speaking community: A closer look at past, present, and future [Doctoral dissertation]. Indiana State University.
   Google Scholar
• Vandrick S. 1997. The role of hidden identities in the postsecondary ESL classroom. TESOL Q. 31(1):153–157. doi:10.2307/3587980.
   Web of Science ®Google Scholar
• Varghese M, Morgan B, Johnston B, Johnson KA. 2005. Theorizing language teacher identity: three perspectives and beyond. J Lang Identity Educ. 4(1):21–44. doi:10.1207/s15327701jlie0401_2.
   Google Scholar
• Varghese M, Motha S, Park G, Reeves J, Trent J. 2016. In this issue. TESOL Q. 50(3):545–571. doi:10.1002/tesq.333.
   Web of Science ®Google Scholar
• Weedon C. 1999. Feminism, theory, and the politics of difference. Oxford: Blackwell Publishers.
   Google Scholar
• Xiang Y. 2021. Negotiating professional identities in teaching language abroad: An inquiry of six native Chinese teachers in Britain. Lang Learn J. 49(3):370–381. doi:10.1080/09571736.2019.1610031.
   Web of Science ®Google Scholar
• Yazan B. 2023. A conceptual framework to understand language teacher identities. SLTE. 1(2):21–48. doi:10.1558/slte.24908.
   Google Scholar
• Zheng X. 2017. Translingual identity as pedagogy: International teaching assistants of English in college composition classrooms. Modern Lang J. 101(S1):29–44. doi:10.1111/modl.12373.
   Google Scholar