Citations (20)
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Alberto Mora Vázquez & Nelly Paulina Trejo Guzmán. (2023) The experiences of Mexican language teachers in transnational contexts. Language and Intercultural Communication 23:3, pages 241-252.
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Haniye Seyri & Mostafa Nazari. (2023) From practicum to the second year of teaching: examining novice teacher identity reconstruction. Cambridge Journal of Education 53:1, pages 43-62.
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Jian Xu & Wanyu Amy Ou. (2022) Facing Rootlessness: Language and Identity Construction in Teaching and Research Practices Among Bilingual Returnee Scholars in China. Journal of Language, Identity & Education 0:0, pages 1-16.
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Jae-hyun Im. (2022) Identity Negotiation of a Korean English Language Teacher during Two Years of Compulsory Military Service. Journal of Language, Identity & Education 0:0, pages 1-16.
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Alberto Mora Vázquez, Nelly Paulina Trejo Guzmán & Irasema Mora-Pablo. (2021) ‘I was lucky to be a bilingual kid, and that makes me who I am:’ the role of transnationalism in identity issues. International Journal of Bilingual Education and Bilingualism 24:5, pages 693-707.
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Rui Yuan. (2019) A critical review on nonnative English teacher identity research: from 2008 to 2017. Journal of Multilingual and Multicultural Development 40:6, pages 518-537.
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Hayriye Kayi-Aydar. (2019) A language teacher’s agency in the development of her professional identities: A narrative case study. Journal of Latinos and Education 18:1, pages 4-18.
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M. Sidury Christiansen, Nelly Paulina Trejo Guzmán & Irasema Mora-Pablo. (2018) You Know English, so Why Don’t You Teach?” Language Ideologies and Returnees Becoming English Language Teachers in Mexico. International Multilingual Research Journal 12:2, pages 80-95.
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Alberto Mora. (2017) Writer identity construction in Mexican students of applied linguistics. Cogent Education 4:1.
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Articles from other publishers (11)
Jalil Fathi, Lawrence Jun Zhang & Mohammad Hossein Arefian. (2023) Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment. International Review of Applied Linguistics in Language Teaching 0:0.
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Shikun Li, Junjie Gavin Wu, Jing Bian, Zhishuo Ding & Yuliang Sun. (2023) Understanding Digital Identity during the Pandemic: An Investigation of Two Chinese Spanish Teachers. Sustainability 15:2, pages 1208.
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Nallely Garza-Rodríguez. (2022) Pre-Service Teachers’ Narratives: Why Did I Decide to Become an English Language Teacher?. HOW 29:2, pages 101-117.
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Zhaopeng Xing. (2022) English as a Foreign Language Teachers’ Work Engagement, Burnout, and Their Professional Identity. Frontiers in Psychology 13.
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Anne Pitkänen-Huhta, Maria Ruohotie-Lyhty & Päivikki Jääskelä. 2022. Theory and Practice in Second Language Teacher Identity. Theory and Practice in Second Language Teacher Identity
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Alla Bogush, Tetiana Korolova & Oleksandra Popova. (2021) DEVELOPMENT OF UNIVERSITY STUDENTS’ LINGUOCULTURAL COMPETENCE UNDER CONDITIONS OF CORONAVIRUS PANDEMIC: UKRAINIAN DIMENSION. Advanced Education 8:17, pages 103-117.
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David Martínez-Prieto. 2021. Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education. Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education
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David Martínez‐Prieto & Kristen Lindahl. (2020) (De)legitimization: The Impact of Language Policy on Identity Development in an EFL Teacher. TESOL Journal 11:3.
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Alberto Mora Vázquez, Nelly Paulina Trejo Guzmán & Robert Crosnoe. (2020) “The grass is always greener on the other side”: Transnational language teachers in Mexico and the United States“Siempre es más verde el pasto del vecino”: Profesores de lenguas transnacionales en México y los Estados Unidos. Latino Studies 18:1, pages 82-103.
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Hayriye Kayı-AydarHayriye Kayı-Aydar. 2019. Positioning Theory in Applied Linguistics. Positioning Theory in Applied Linguistics
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Sotiria Pappa, Josephine Moate, Maria Ruohotie-Lyhty & Anneli Eteläpelto. (2017) Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context. Teaching and Teacher Education 65, pages 61-70.
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