Digitally Mediated Dialogues: Collaborative Inquiry of Four BIPOC TESOL (Teaching English to Speakers of Other Languages) Professionals

• In Event: Voices Unheard: Exploring Diverse Perspectives on BIPOC Experiences in Higher Education

Abstract

This chapter employs intersectionality theories within Critical Race Theory (Bradbury, 2014; Taylor et al., 2009; Yep & Lescure, 2019) to present a collaborative narrative inquiry of four BIPOC TESOL professionals: a Taiwanese female, a Chinese male, and two African American individuals. It explores their journeys from TESOL apprenticeship to self-identified professionals and how this has shaped their teaching philosophy, research interests, and professional identities. The focus is on reimagining TESOL practices through personal and professional contexts, where they "perform" their responsibilities amidst diverse factors such as language learning, culture, schools, socioeconomic status, and power. Their narratives are viewed as identity performances intertwined with resistance at the intersection of these complex dynamics.

Authors

• Ching-Ching Lin, Adelphi University

• Shuzhan Li, Ithaca College

• Derek Baylor, Teachers College, Columbia University

• Yasmeen Coaxum, Long Island University - Brooklyn