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International Multilingual Research Journal Volume 12, 2018 - Issue 3: Teacher Agency and “Pedagogies of Hope” for Bilingual Learners (in a Brave New World)
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Original Articles

Critically Examining the Agency and Professional Identity Development of Novice Dual Language Teachers Through Figured Worlds

Manka M. VargheseCollege of Education, University of WashingtonCorrespondence[email protected]
&
Rachel SnyderCollege of Education, University of Washington
Pages 145-159 | Published online: 09 May 2018

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Rachel Snyder Bhansari, Grace Cornell Gonzales & Patricia Venegas-Weber. (2023) “Mi conciencia habla inglés, aunque yo no quiera”: Unearthing sociopolitical wisdom through translingual poetry. Equity & Excellence in Education 0:0, pages 1-15.
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Barbara Ettenauer, Kathryn McIntosh & Cory Buxton. (2023) ‘This is not right!’ Teachers telling stories about multilingual family engagement during COVID-19. Language and Education 0:0, pages 1-19.
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Yao Fu & Zhenjie Weng. (2023) Examining ESL and bilingual teachers’ agency after NCLB: expanding the ecological perspective. International Multilingual Research Journal 17:3, pages 245-269.
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Lisa M. Dorner, Jeong-Mi Moon, Juan Freire, James Gambrell, G. Sue Kasun & Claudia Cervantes-Soon. (2023) Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment. Peabody Journal of Education 98:2, pages 185-204.
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Ana Solano-Campos & Meg Burns. (2022) Spaces of dissonance in dual language: teacher sense-making of a new biliteracy strategy. International Journal of Bilingual Education and Bilingualism 25:10, pages 3875-3887.
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Patricia Ferreyra & Patricia Venegas-Weber. (2022) ‘What language does grandma speak?’: an understanding of dual language teacher candidates’ language ideologies in elementary placements. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-14.
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Jihea Maddamsetti. (2022) Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives. Journal of Language, Identity & Education 21:4, pages 231-247.
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Deena Gumina. (2022) Bilingual teachers’ improvisations as agentive policy work in a constrained policy context. Bilingual Research Journal 45:1, pages 26-42.
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Sharon Chang. (2021) Supporting expansive learning in preservice bilingual teachers’ zone of proximal development of the activity system: an analysis of a four-field model trajectory. Professional Development in Education 47:2-3, pages 225-242.
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Sharon Chang, Carmen M. Martínez-Roldán & María E. Torres-Guzmán. (2021) The manifestation of chinese preservice bilingual teachers’ relational agency in a change laboratory intervention. Mind, Culture, and Activity 28:1, pages 44-60.
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Hao Tran. (2019) Teacher agency in times of educational change: the case of transitioned teachers in Vietnam. Current Issues in Language Planning 20:5, pages 544-559.
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Ramarra Garrett, Rachel Radina & Chalena Beasley. Abandonment in the Classroom: Urban Education, Internalized Racism, and the School-to-Prison Pipeline. The Teacher Educator 0:0, pages 1-15.
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