Borderland negotiations of identity in language education: Introducing the special issue

References

• Anzaldúa, G. (1987). Borderlands: La frontera. San Francisco, CA: Aunt Lute.
   Google Scholar
• Anzaldúa, G. (2002). Preface: (Un)natural bridges, (Un)safe spaces. In G. Anzaldúa & A. Keating (Eds.), This bridge we call home (pp. 1–5). New York, NY: Routledge.
   Google Scholar
• Bhabha, H. (1992). The world and the home. Social Text, (31/32), 141–153. doi:10.2307/466222
   Google Scholar
• Block, D. (2007). The rise of identity in SLA research, post. The Modern Language Journal, 91(1), 863–876. doi:10.1111/j.1540-4781.2007.00674.x
   Google Scholar
• Block, D. (2009). Second language identities. London, England: Continuum.
   Google Scholar
• Canagarajah, A. S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. London, England: Routledge.
   Google Scholar
• Christoffersen, K., & Bessett, R. (2019). Corpus Bilingüe del Valle (CoBiVa). Rio Grande City, TX: University of Texas Rio Grande Valley.
   Google Scholar
• Clandinin, D. J., & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35–75). Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56. doi:10.1017/S0267190514000191
   Web of Science ®Google Scholar
• Deters, P. (2011). Identity, agency and the acquisition of professional language and culture. London, England: Continuum.
   Google Scholar
• Duff, P. (2012). Identity, agency, and SLA. In A. Mackey & S. Gass (Eds.), Handbook of second language acquisition (pp. 410–426). London, UK: Routledge.
   Google Scholar
• Gebhard, M., & Willett, J. (2015). Translingual context zones: Critical reconceptualizing of teachers’ work within the context of globalism. Linguistics and Education, 32, 98–106. doi:10.1016/j.linged.2015.07.002
   Web of Science ®Google Scholar
• Gee, J. (2008). Social linguistics and literacies: Ideology in discourses. New York, NY: Routledge.
   Google Scholar
• Higgins, C. (2015). Insults or acts of identity? The role of stylization in multilingual discourse. Multilingua, 34(2), 135–158. doi:10.1515/multi-2014-1006
   Web of Science ®Google Scholar
• Ishihara, N., & Menard-Warwick, J. (2018). In “sociocultural in-betweenness”: Exploring teachers’ translingual identity development through narratives. Multilingua, 37(3), 255–274. doi:10.1515/multi-2016-0086
   Web of Science ®Google Scholar
• Kramsch, C. (1998). Language and culture. Oxford, England: Oxford University Press.
   Google Scholar
• Martin-Jones, M., Blackledge, A., & Creese, A. (Eds.). (2012). The Routledge handbook of multilingualism. New York, NY: Routledge.
   Google Scholar
• McCarty, T. L., & May, S. (Eds.). (2017). Language policy and political issues in education. Cham, Switzerland: Springer International.
   Google Scholar
• Menard-Warwick, J. (2014). English language teachers on the discursive faultlines: Identities, ideologies and pedagogies. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Miyahara, M. (2015). Emerging self-identities and emotion in foreign language learning: A narrative-oriented approach. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol, England: Multilingual Matters.
   Google Scholar
• Norton, B., & De Costa, P. I. (2018). Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90–112. doi:10.1017/S0261444817000325
   Web of Science ®Google Scholar
• Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31. doi:10.2307/3587803
   Web of Science ®Google Scholar
• Pavlenko, A., & Blackledge, A. (Eds.). (2004). Negotiation of identities in multilingual contexts. Clevedon, England: Multilingual Matters.
   Google Scholar
• Ramos, D. C. (2015). The utilization of bilingual practices as linguistic capital: A multiple case study of upper class Latina/os on the U.S.-Mexico border ( Unpublished doctoral dissertation). The University of Texas, San Antonio.
   Google Scholar
• Ramos, D. C., & Sayer, P. (2017). Differentiated linguistic strategies of bilingual professionals on the US-Mexico border. Critical Inquiry in Language Studies, 14(1), 25–57. doi:10.1080/15427587.2016.1228457
   Google Scholar
• Rudolph, N. (2012). Borderlands and border crossing: Japanese professors of English and the negotiation of translinguistic and transcultural identity ( Unpublished doctoral dissertation). University of Maryland, College Park.
   Google Scholar
• Rudolph, N. (2016). Negotiating borders of being and becoming in and beyond the English language teaching classroom: Two university student narratives from Japan. Asian Englishes, 18(1), 1–17. doi:10.1080/13488678.2015.1132110
   Web of Science ®Google Scholar
• Rudolph, N., Yazan, B., & Rudolph, J. (2018). Negotiating ‘ares,’ ‘cans’ and ‘shoulds’ of being and becoming in ELT: Two teacher accounts from one Japanese university. Asian Englishes, 21(1), 22–37. doi:10.1080/13488678.2018.1471639
   Web of Science ®Google Scholar
• Rutherford, J. (1990). The third space: Interview with Homi Bhabha. In J. Rutherford (Ed.), Identity, community, culture, difference (pp. 207–221). London, UK: Lawrence and Wishart.
   Google Scholar
• Sayer, P. (2012). Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speakers. New York, NY: Routledge.
   Google Scholar