Priscila Riffo-Salgado
Biographic Data
| ID | 6479020 |
|---|---|
| NAME | Priscila Riffo-Salgado |
| GIVEN NAMES | Priscila |
| FAMILY NAME | Riffo-Salgado |
| SIGNATURE | RIFFO-SALGADO P |
| AFFILIATIONS | University of Leeds |
| ORCID | 0000-0003-2623-8052 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Becoming teachers
This study reports on two case studies of novice English as an Additional Language (EAL) teachers in Victoria, Australia, examining the personal and professional identity tensions they experience as they transition from initial teacher education (ITE) into culturally and linguistically diverse (CaLD) school contexts. Drawing on semi-structured interviews and language portraits, the study explores three interrelated dimensions: (i) the extent to w…
Negotiating access and belonging in a higher education institution
The purpose of this paper is to foreground accessibility as a necessary aspect of equality, diversity, and inclusion (EDI). We go about this by highlighting shared experiences of negotiating institutional ableism together, as a disabled scholar employed at a HEI in the UK, and a non-disabled, culturally and linguistically diverse individual employed to bridge inaccessible spaces. Drawing upon Wong’s (2023) conceptual framework of spatial belongin…
EFL preservice teachers' professional identity dilemmas during the last-stage practicum
This article investigates two language teacher identity dilemmas encountered by EFL preservice teachers (PSTs) during their last practicum and how they navigated them to reconcile their identities. Dilemmas, characterised as inner conflicts and challenges PSTs face in resolving contradictory demands and different roles in their profession (Cabaroğlu & Tillema, 2011), can illuminate how PSTs understand their teaching roles and language teacher ide…
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EFL preservice teachers' professional identity dilemmas during the last-stage practicum
This article investigates two language teacher identity dilemmas encountered by EFL preservice teachers (PSTs) during their last practicum and how they navigated them to reconcile their identities. Dilemmas, characterised as inner conflicts and challenges PSTs face in resolving contradictory demands and different roles in their profession (Cabaroğlu & Tillema, 2011), can illuminate how PSTs understand their teaching roles and language teacher ide…
Negotiating access and belonging in a higher education institution
The purpose of this paper is to foreground accessibility as a necessary aspect of equality, diversity, and inclusion (EDI). We go about this by highlighting shared experiences of negotiating institutional ableism together, as a disabled scholar employed at a HEI in the UK, and a non-disabled, culturally and linguistically diverse individual employed to bridge inaccessible spaces. Drawing upon Wong’s (2023) conceptual framework of spatial belongin…
Becoming teachers
This study reports on two case studies of novice English as an Additional Language (EAL) teachers in Victoria, Australia, examining the personal and professional identity tensions they experience as they transition from initial teacher education (ITE) into culturally and linguistically diverse (CaLD) school contexts. Drawing on semi-structured interviews and language portraits, the study explores three interrelated dimensions: (i) the extent to w…
Higher education (2 works) · Law (2 works) · Pedagogy (2 works) · Political science (2 works) · Sociology (2 works) · Ableism (1 works) · Argument (complex analysis) (1 works) · Art (1 works) · Biology (1 works) · Conceptual framework (1 works)