Document Type

Article

Publication Title

Journal of Language, Identity & Education

Publication Date

2026

Keywords

Asian international teaching assistants (ITAs), collaborative autoethnography, raciolinguistics, TESOL teacher education, translingual, transnational

Abstract

Asian international teaching assistants (ITAs) in U.S. teacher education experience a range of challenges preparing predominantly white preservice teachers (PSTs). Few studies have examined the teaching experiences of Asian ITAs who also serve as teacher educators in a predominantly white institution (PWI). In this study, we, three Asian ITAs as well as TESOL teacher educators, used collaborative autoethnography to explore our experiences of preparing PSTs to teach multilingual learners at a large public U.S. midwestern PWI. Using raciolinguistic ideologies as the theoretical framework, we analyzed data from our teaching journals, curricular materials, and discussions. We found ourselves feeling frustrated with white-listening PSTs, battling with monolingual and monocultural ideologies, and unwillingly reproducing deficit ideologies, often embedded in the curriculum. However, we realized we could curricularize our transnational and translingual assets to disrupt such monolingual, monocultural, and deficit ideologies. We provide implications for TESOL teacher educators and higher education institutions in preparing PSTs and supporting racialized ITAs.

Funding Source

This article was published open access thanks to a transformative agreement between Milner Library and Taylor & Francis.

Comments

First published in Journal of Language, Identity & Education (2026): https://doi.org/10.1080/15348458.2026.2727680

DOI

10.1080/15348458.2026.2727680

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