Manka M Varghese
Biographic Data
| ID | 800007 |
|---|---|
| NAME | Manka M Varghese |
| GIVEN NAMES | Manka M |
| FAMILY NAME | Varghese |
| SIGNATURE | VARGHESE M M |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 138 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 6 |
Critically Examining the Agency and Professional Identity Development of Novice Dual Language Teachers Through Figured Worlds
Drawing on the concept of figured worlds, we examined how four preservice teachers in a monoglossically oriented teacher preparation program developed their professional identities and sense of agency as dual language teachers. Figured worlds are socially constructed and culturally recognized realms with a story line and actors who also actively change these story lines in the course of narrating them and participating in them. Drawing on intervi…
Rewriting dominant narratives of the academy
Drawing on Delgado and Yosso’s counterstory, Yosso’s community cultural wealth, and Alsup’s borderland discourses, the authors, who are women of color academics, use narratives from their lives to discuss the ways in which they draw on resources in managing and reconfiguring their multiple identities within the academy. These include identities of scholars, mentors, teachers, community members, mothers, and partners. They suggest that rather than…
In This Issue
If the commitment to identity is not just a metaphysical proposition but a serious recognition that our work as teachers shapes and is shaped by the very mode of our being, then thinking about the formation of our identities is crucial for all of us in education. (Clarke, 2009, p. 186) These narratives, and thus our journeys as language teacher educators (LTEs), are illustrative of Clarke's (2009) argument that "... engaging in 'identity work' is…
Toward a Composite, Personalized, and Institutionalized Teacher Identity for Non-Native English Speakers in U.S. Secondary ESL Programs
Research in English language teaching and teacher identity has increasingly focused on understanding non-native English-speaking teachers. In addition, much of this research has been conducted in adult English as a second language (ESL) settings. Through a multiple-case qualitative study of four teachers in an underexplored research setting—that of U.S. secondary ESL programs—this study shows how the categorization of non-native English-speaking …
Commentary
Special-Topic Issue of Tesol Quarterly, Autumn 2016 Language teacher identity in multilingual education
Race, Language, and Schooling in Italy's Immigrant Policies, Public Discourses, and Pedagogies
In this article, we use the framework of critical race theory (CRT) to show how race, language, and schooling have played out in the historical project of the Italian nation-state. We then demonstrate how this historic racialized identity construction is currently excluding immigrants from Italian national identity. Finally, we argue that CRT can be a valuable alternative to intercultural education in that it both addresses the educational needs …
Going Global
In this commentary, we extend the cautionary tales regarding dual-language programs raised by several scholars by considering the interface of such programs with global education. We consider the possible pitfalls of uncritically framing dual-language programs within the global education movement in the United States, especially in light of how this new framing will affect the educational opportunities and experiences of Latino/a students through…
Immigrant and Refugee ESL Students’ Challenges to Accessing Four-Year College Education
Research on English as a second language (ESL) students in higher education has traditionally focused on their academic writing, leaving larger issues of their college access and success unexplored. This article examines the challenges that first-generation immigrant and refugee ESL students face in accessing four-year college education through a qualitative interview study at a U.S. public university. Drawing on Bourdieu's cultural reproduction …
Evangelical Christians and English Language Teaching
Evangelical Christians are an enduring and growing presence in the field of English language teaching worldwide and in the TESOL organization in particular. Yet to date, hardly any empirical research has been done on this population of teachers or on the links between English teaching, religious beliefs, and missionary work. This article reports on a qualitative study of ten English language teachers‐in‐training at two evangelical Christian colle…
Bilingual Teachers-in-the-making in Urbantown
This study, based on ethnographic methods, explores how the professional identities of a group of bilingual (Spanish/English) Latino/a teachers-in-the-making in an urban public school district in the USA are formed and enacted. It illustrates the national and local discourses that influence novice bilingual teachers in their professional identities. But it also focuses on the structural influences and the ways that teachers respond to such influe…
Nadie Me Dijó [Nobody Told Me]
Nationwide and statewide shifts and ambiguity in language education policy have created substantial instability for teachers. Through a cross-case study and analysis of bilingual teachers in two states, this article shows how these teachers participate in responding to and making decisions regarding language policy. This article shows how and why an understanding of language policy and the decision making involved with it is a crucial dimension o…
In This Issue
If the commitment to identity is not just a metaphysical proposition but a serious recognition that our work as teachers shapes and is shaped by the very mode of our being, then thinking about the formation of our identities is crucial for all of us in education. (Clarke, 2009, p. 186) These narratives, and thus our journeys as language teacher educators (LTEs), are illustrative of Clarke's (2009) argument that "... engaging in 'identity work' is…
Immigrant and Refugee ESL Students’ Challenges to Accessing Four-Year College Education
Research on English as a second language (ESL) students in higher education has traditionally focused on their academic writing, leaving larger issues of their college access and success unexplored. This article examines the challenges that first-generation immigrant and refugee ESL students face in accessing four-year college education through a qualitative interview study at a U.S. public university. Drawing on Bourdieu's cultural reproduction …
Going Global
In this commentary, we extend the cautionary tales regarding dual-language programs raised by several scholars by considering the interface of such programs with global education. We consider the possible pitfalls of uncritically framing dual-language programs within the global education movement in the United States, especially in light of how this new framing will affect the educational opportunities and experiences of Latino/a students through…
Bilingual Teachers-in-the-making in Urbantown
This study, based on ethnographic methods, explores how the professional identities of a group of bilingual (Spanish/English) Latino/a teachers-in-the-making in an urban public school district in the USA are formed and enacted. It illustrates the national and local discourses that influence novice bilingual teachers in their professional identities. But it also focuses on the structural influences and the ways that teachers respond to such influe…
Evangelical Christians and English Language Teaching
Evangelical Christians are an enduring and growing presence in the field of English language teaching worldwide and in the TESOL organization in particular. Yet to date, hardly any empirical research has been done on this population of teachers or on the links between English teaching, religious beliefs, and missionary work. This article reports on a qualitative study of ten English language teachers‐in‐training at two evangelical Christian colle…
Nadie Me Dijó [Nobody Told Me]
Nationwide and statewide shifts and ambiguity in language education policy have created substantial instability for teachers. Through a cross-case study and analysis of bilingual teachers in two states, this article shows how these teachers participate in responding to and making decisions regarding language policy. This article shows how and why an understanding of language policy and the decision making involved with it is a crucial dimension o…
Rewriting dominant narratives of the academy
Drawing on Delgado and Yosso’s counterstory, Yosso’s community cultural wealth, and Alsup’s borderland discourses, the authors, who are women of color academics, use narratives from their lives to discuss the ways in which they draw on resources in managing and reconfiguring their multiple identities within the academy. These include identities of scholars, mentors, teachers, community members, mothers, and partners. They suggest that rather than…
Race, Language, and Schooling in Italy's Immigrant Policies, Public Discourses, and Pedagogies
In this article, we use the framework of critical race theory (CRT) to show how race, language, and schooling have played out in the historical project of the Italian nation-state. We then demonstrate how this historic racialized identity construction is currently excluding immigrants from Italian national identity. Finally, we argue that CRT can be a valuable alternative to intercultural education in that it both addresses the educational needs …
Commentary
Special-Topic Issue of Tesol Quarterly, Autumn 2016 Language teacher identity in multilingual education
Nadie Me Dijó [Nobody Told Me]
Nationwide and statewide shifts and ambiguity in language education policy have created substantial instability for teachers. Through a cross-case study and analysis of bilingual teachers in two states, this article shows how these teachers participate in responding to and making decisions regarding language policy. This article shows how and why an understanding of language policy and the decision making involved with it is a crucial dimension o…
Bilingual Teachers-in-the-making in Urbantown
This study, based on ethnographic methods, explores how the professional identities of a group of bilingual (Spanish/English) Latino/a teachers-in-the-making in an urban public school district in the USA are formed and enacted. It illustrates the national and local discourses that influence novice bilingual teachers in their professional identities. But it also focuses on the structural influences and the ways that teachers respond to such influe…
Evangelical Christians and English Language Teaching
Evangelical Christians are an enduring and growing presence in the field of English language teaching worldwide and in the TESOL organization in particular. Yet to date, hardly any empirical research has been done on this population of teachers or on the links between English teaching, religious beliefs, and missionary work. This article reports on a qualitative study of ten English language teachers‐in‐training at two evangelical Christian colle…
Going Global
In this commentary, we extend the cautionary tales regarding dual-language programs raised by several scholars by considering the interface of such programs with global education. We consider the possible pitfalls of uncritically framing dual-language programs within the global education movement in the United States, especially in light of how this new framing will affect the educational opportunities and experiences of Latino/a students through…
Immigrant and Refugee ESL Students’ Challenges to Accessing Four-Year College Education
Research on English as a second language (ESL) students in higher education has traditionally focused on their academic writing, leaving larger issues of their college access and success unexplored. This article examines the challenges that first-generation immigrant and refugee ESL students face in accessing four-year college education through a qualitative interview study at a U.S. public university. Drawing on Bourdieu's cultural reproduction …
Race, Language, and Schooling in Italy's Immigrant Policies, Public Discourses, and Pedagogies
In this article, we use the framework of critical race theory (CRT) to show how race, language, and schooling have played out in the historical project of the Italian nation-state. We then demonstrate how this historic racialized identity construction is currently excluding immigrants from Italian national identity. Finally, we argue that CRT can be a valuable alternative to intercultural education in that it both addresses the educational needs …
Toward a Composite, Personalized, and Institutionalized Teacher Identity for Non-Native English Speakers in U.S. Secondary ESL Programs
Research in English language teaching and teacher identity has increasingly focused on understanding non-native English-speaking teachers. In addition, much of this research has been conducted in adult English as a second language (ESL) settings. Through a multiple-case qualitative study of four teachers in an underexplored research setting—that of U.S. secondary ESL programs—this study shows how the categorization of non-native English-speaking …
Commentary
Special-Topic Issue of Tesol Quarterly, Autumn 2016 Language teacher identity in multilingual education
Rewriting dominant narratives of the academy
Drawing on Delgado and Yosso’s counterstory, Yosso’s community cultural wealth, and Alsup’s borderland discourses, the authors, who are women of color academics, use narratives from their lives to discuss the ways in which they draw on resources in managing and reconfiguring their multiple identities within the academy. These include identities of scholars, mentors, teachers, community members, mothers, and partners. They suggest that rather than…
In This Issue
If the commitment to identity is not just a metaphysical proposition but a serious recognition that our work as teachers shapes and is shaped by the very mode of our being, then thinking about the formation of our identities is crucial for all of us in education. (Clarke, 2009, p. 186) These narratives, and thus our journeys as language teacher educators (LTEs), are illustrative of Clarke's (2009) argument that "... engaging in 'identity work' is…
Critically Examining the Agency and Professional Identity Development of Novice Dual Language Teachers Through Figured Worlds
Drawing on the concept of figured worlds, we examined how four preservice teachers in a monoglossically oriented teacher preparation program developed their professional identities and sense of agency as dual language teachers. Figured worlds are socially constructed and culturally recognized realms with a story line and actors who also actively change these story lines in the course of narrating them and participating in them. Drawing on intervi…
Sociology (10 works) · Multilingual Education and Policy (8 works) · Pedagogy (7 works) · Psychology (7 works) · EFL/ESL Teaching and Learning (6 works) · Political science (6 works) · Mathematics education (5 works) · Second Language Learning and Teaching (5 works) · Global Education and Multiculturalism (4 works) · Linguistics (4 works)