Journal Archives
2025 · 4
Investing in Critical Digital Literacies Involving Generative AI: A Multiple-case Study of Second Language Novice Teachers
Understanding teachers’ digital literacies involving generative AI (GenAI) from a critical perspective, this article reports the findings of a multiple-case study of two Hong Kong novice teachers of different sociocultur…
Claiming Legitimacy in the Academic Field: Chinese University TESOL Lecturers' Investment in Doctoral Learning
Drawing upon the theoretical framework of the investment model, the study explored two Chinese university TESOL (Teaching English to Speakers of Other Languages) lecturers’ experiences of investing in doctoral studies. F…
Investment in Intersecting Identities: Negotiating Social Class and Gendered Identities in English Language Learning
This study presents an ethnographic case study of two Chinese EFL (English as a Foreign Language) learners’ language learning experiences at an elite liberal arts college in Shanghai. Drawing on data collected from a 13-…
“Almost like having my own teacher beside me”: A Learner's Investment in Informal Digital Learning of English (IDLE) and English-medium Instruction (EMI) Learning
This study investigates how a first-year undergraduate student (Emma) in a Chinese English-medium instruction (EMI) university invests in Informal Digital Learning of English (IDLE) and EMI academic subjects learning out…
A Narrative Inquiry into Language Teacher Identity Construction in the Global GenAI Context
The emergence of Generative AI (GenAI) inevitably leads to changes in EFL teacher identity construction. Research exploring the discursive negotiation of teacher identity in the context of GenAI remains scarce. This stud…
Evolving Landscapes of Investment: Revisiting the Model of Investment in the Face of Sociopolitical Shifts
A decade after its introduction, Darvin and Norton’s (2015) Model of Investment remains a cornerstone in understanding the intersection of identity, capital, and ideology in language learning. This commentary revisits th…
Identity, Investment, and Poetic Autoethnography: Becoming an Agentive TESOL Professional through Critical Translanguaging
Poststructuralist conceptions of learner identity as investment have reshaped English language education by emphasizing the sociocultural positioning of multilingual learners. Yet, the evolving nature of language ideolog…
Translanguaging as a Pedagogical Investment: A Poststructural Perspective on Identity Development
This study reports a longitudinal ethnographic study exploring how two pairs of co-teachers negotiated their professional identities and repositioned themselves in relation to evolving pedagogical translanguaging practic…
Vietnamese TESOL Professionals' Investment in Research: A Collaborative Autoethnography of Identity, Capital, and Sponsorscapes
Amidst rising expectations around research as key to professional survival and advancement in the field of TESOL, this study explores the dynamics of three Vietnamese TESOL professionals’ investment in research from an e…