Teachers of Multiple Languages

Reviews / Votes

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. * Gary Barkhuizen, University of Auckland, New Zealand * 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. * Hayriye Kayi-Aydar, University of Arizona, USA * 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. * Bedrettin Yazan, The University of Texas at San Antonio, USA * 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. * Jessica Wallis McConnell and Aslihan Yilmaz, The University of Texas at San Antonio, USA, Journal of Language, Identity & Education, 2024 *