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Journal of Language, Identity & Education Volume 17, 2018 - Issue 2
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“If Carmen Can Analyze Shakespeare, Everybody Can”: Positions, Conflicts, and Negotiations in the Narratives of Latina Pre-Service Teachers

Hayriye Kayi-AydarUniversity of ArizonaCorrespondence[email protected]
Pages 118-130 | Published online: 19 Jan 2018

Citations (14)

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Read on this site (4)

Cinthya M. Saavedra & Monica Ybarra Gonzalez. (2023) Translanguaging through the body: centering geographies of selves in Latinx pre-service teacher education. Language and Education 37:5, pages 639-650.
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Chatwara Suwannamai Duran & Tanita Saenkhum. (2022) “Because she’s not a native speaker of English, she doesn’t have the knowledge”: positioning NNES scholars in U.S. higher education. Race Ethnicity and Education 0:0, pages 1-19.
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Mary McGriff. (2019) Standard English, Feedback, and the Positioning of Black and Latinx Preservice Teachers. Theory Into Practice 58:3, pages 282-291.
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Soria Colomer. (2019) Double Binds and (Re)Imagined Storylines: Las Obligaciones of Being a Latina Teacher in a New Latinx Community. Theory Into Practice 58:3, pages 273-281.
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Articles from other publishers (10)

Sanjuana C. Rodriguez, Paula P. Guerra Lombardi & Eliza Silvia Galvez. (2023) Pláticas with Latinx preservice teachers: insights about navigating teacher education in the New Latinx South. Journal for Multicultural Education 17:2, pages 212-222.
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Youngjoo Seo. (2023) Why can’t I teach English? A case study of the racialized experiences of a female Ugandan teacher of English in an EFL context. Applied Linguistics Review 0:0.
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Xinxin Wu. (2022) A Longitudinal Study of EFL Teacher Agency and Sustainable Identity Development: A Positioning Theory Perspective. Sustainability 15:1, pages 48.
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Angel N. Steadman. 2022. Language Teacher Development in Digital Contexts. Language Teacher Development in Digital Contexts 29 47 .
Desiree Autumn Midby, Stephanie Elisabeth Mugabonake, Kate Shea & Hayriye Kayi‐Aydar. (2020) Models and Theories of Second Language Motivation: English Language Teachers Respond. TESOL Quarterly 54:4, pages 1112-1121.
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Amber N. Warren. (2020) Language teachers’ narratives of professional experience in online class discussions. Text & Talk 40:3, pages 399-419.
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Hayriye Kayi‐Aydar & Curtis Green‐Eneix. (2019) Shared identities through translanguaging practices in the multilingual mariachi classroom. TESOL Journal 10:4.
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Hayriye Kayı-AydarHayriye Kayı-Aydar. 2019. Positioning Theory in Applied Linguistics. Positioning Theory in Applied Linguistics 147 176 .
Hayriye Kayı-AydarHayriye Kayı-Aydar. 2019. Positioning Theory in Applied Linguistics. Positioning Theory in Applied Linguistics 71 92 .
Angel Steadman, Hayriye Kayi-Aydar & Stefan M. Vogel. (2018) From college composition to ESL: Negotiating professional identities, new understandings, and conflicting pedagogies. System 76, pages 38-48.
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