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This book argues that teachers of multiple languages (TMLs) form a distinct group of language teachers and that the study of this largely overlooked demographic group can reveal new insights into how we perceive and research language teachers. The book highlights the narratives of three TMLs from diverse global contexts, examining their journeys in navigating their careers as well as traversing multiple worlds and developing additional ways of being through new identities, beliefs and emotions. The author offers new, globally-relevant insights for language teaching research at individual, pedagogical and institutional level and demonstrates that teaching multiple languages is an emerging transnational phenomenon that cuts across age, languages, countries, institutions and career stages. By furthering our understanding of why and how some multilingual language teachers have expanded and changed their careers through teaching additional languages, the book offers a new perspective on how language teaching careers are changing in an increasingly globalized, multilingual world.
At last, we hear and learn about teachers of multiple languages (TMLs). This book defines what this concept means, and then brings it to life with wonderfully crafted narratives of TMLs. Something we all know about, but rarely talk about, finally comes out from behind the shadows. An excellent book – well worth a read.
This book makes a unique and outstanding contribution to teacher education. Ku grounds his investigation in the existing realities of our multilingual world and puts teachers of multiple languages under the spotlight. The creative use of narrative inquiry offers a compelling and brilliant analysis of the complexity of identities, beliefs, and emotions. Ku’s powerful writing, resourceful examples, and rich knowledge make this book an excellent resource for a wide variety of audiences.
This book takes a much-needed fresh look at the complex identity work in which teachers of multiple languages engage. Ku examines the intricate relationship between this under-researched group’s teacher identities, beliefs and emotions. Well-grounded in the extant literature, Ku’s study offers robust analyses of rich data sources and makes an outstanding contribution to current conceptualization of language teacher identity.
Ku’s work is highly validating for teachers of multiple languages, who may feel that their experiences have been overlooked or oversimplified in research and practice. One of the most critical features of this book is that the author describes the daily experiences and professional lives of TMLs in detail, revealing their identity negotiation, beliefs, and emotional experiences. His approach moves beyond abstract discussions, providing tangible evidence of the effects that lived experiences have on TMLs.
Eric K. Ku is a Specially Appointed Associate Professor at Hokkaido University, Japan. He serves on the Editorial Advisory Board of TESOL Journal and his research interests include language teacher identities, multilingualism, linguistic landscapes and visual methods of qualitative research.
Tables and Figures
Acknowledgements
Abbreviations
Chapter 1: Who are Teachers of Multiple Languages? Naming and Defining the Unseen
Chapter 2: The Current State of TML Research
Chapter 3: Researching TMLs through Narratives and Photographs
Chapter 4: Ann’s Narrative: Accessing Global Dreams as a TML
Chapter 5: Megan’s Narrative: Resisting Institutional Inequalities as a TML
Chapter 6: Haruko’s Narrative: Navigating Native-Speakerism as a TML
Chapter 7: Insights about TMLs
Chapter 8: Future Directions: Rethinking the Language Teachers We Think We Know
Appendices
References
Index