非母語(yǔ)英語(yǔ)教師的職業(yè)認(rèn)同發(fā)展研究

Chapter 1 Introduction
1.1 A Personal Story
1.2 Background
1.3 Chapter Overview
Chapter 2 Literature Review and Theoretical Framework
2.1 A Review of Research on Identity and Teacher Identity
2.2 Research Questions
2.3 Theoretical Framework
Chapter 3 Methodology
3.1 Qualitative Research Methods
3.2 The Research Site and the Freshmen Composition Class
3.3 Participants
3.4 The Researcher and the Researched
3.5 Data Collection
3.6 Data Analysis
Chapter 4 “Translingual” ITAs: Learning to Become Professionals of English
4.1 Introduction
4.2 Introducing the Participants
4.3 Linguistic Identity: “ESL Person”, Chinese, or Translingual?
4.4 Chapter Summary
Chapter 5 Nexus of Multi-membership: Becoming a Competent 
Composition Teacher
5.1 Introduction
5.2 Who Are Teachers of College Composition?
5.3 Learning to Teach College Composition
5.4 Chapter Summary
Chapter 6 Translingual Identity-as-Pedagogy in Classroom Discourse
6.1 Introduction
6.2 Ming’s Translingual Identity-as-Pedagogy
6.3 Bo’s Translingual Identity-as-Pedagogy
6.4 Sara’s Translingual Identity-as-Pedagogy
6.5 Change in Situated Identities in Sara’s Class
6.6 Chapter Summary
Chapter 7 Conclusion and Implications
7.1 Summary of Findings
7.2 Theoretical Contribution
7.3 Implications
7.4 Directions for Future Research
Bibliography
Afterwords