Katherine A Masters
Biographic Data
| ID | 1537653 |
|---|---|
| NAME | Katherine A Masters |
| GIVEN NAMES | Katherine A |
| FAMILY NAME | Masters |
| SIGNATURE | MASTERS K A |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0002-2163-6273 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Gazing at language crossing in the global north but doing crossing in the global south
Rampton (1995) uses the term ‘language crossing’, or its less well-known variants ‘code crossing’ and ‘code alternation’, to refer to language use by people who are neither accepted nor recognized
Same Language, Different Histories
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary g…
The Translingual Identity Development of Two California Teachers
While recent literature advocates a translingual approach to pedagogy, the implications of such an approach for teacher identity development has been little explored. This article presents case studies of two English-dominant California teachers who learned Spanish: a Filipino-American teacher of Spanish, and an Anglo-American teacher of ESL. Both teachers were interviewed as they began teaching and again three years later, as they increasingly a…
Introduction
Gazing at language crossing in the global north but doing crossing in the global south
Rampton (1995) uses the term ‘language crossing’, or its less well-known variants ‘code crossing’ and ‘code alternation’, to refer to language use by people who are neither accepted nor recognized
Same Language, Different Histories
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary g…
The Translingual Identity Development of Two California Teachers
While recent literature advocates a translingual approach to pedagogy, the implications of such an approach for teacher identity development has been little explored. This article presents case studies of two English-dominant California teachers who learned Spanish: a Filipino-American teacher of Spanish, and an Anglo-American teacher of ESL. Both teachers were interviewed as they began teaching and again three years later, as they increasingly a…
Introduction
The Translingual Identity Development of Two California Teachers
While recent literature advocates a translingual approach to pedagogy, the implications of such an approach for teacher identity development has been little explored. This article presents case studies of two English-dominant California teachers who learned Spanish: a Filipino-American teacher of Spanish, and an Anglo-American teacher of ESL. Both teachers were interviewed as they began teaching and again three years later, as they increasingly a…
Gazing at language crossing in the global north but doing crossing in the global south
Rampton (1995) uses the term ‘language crossing’, or its less well-known variants ‘code crossing’ and ‘code alternation’, to refer to language use by people who are neither accepted nor recognized
Same Language, Different Histories
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary g…
Sociology (4 works) · Linguistics (3 works) · Multilingual Education and Policy (3 works) · Second Language Learning and Teaching (3 works) · Aesthetics (2 works) · Anthropology (2 works) · Identity (music (2 works) · Pedagogy (2 works) · Political science (2 works) · Academic Freedom and Politics (1 works)