The Translingual Identity Development of Two California Teachers: Case Studies of Self-Authoring

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...