Unheard Voices: Transformative Workplace Learning and Support Experiences of Racialized Migrant Women English Instructors in Ontario Higher Education in Canada

Authors

  • Justine Jun University of Toronto, Canada

DOI:

https://doi.org/10.32674/jump.v6i1.4465

Keywords:

Migrant English Instructors, Higher Education, Women Instructors, Workplace Learning, Workplace Support

Abstract

Racialized migrant women English instructors in higher education have been an underrepresented minority group of teaching professionals in Ontario, Canada. This study investigates highly experienced racialized migrant instructors’ workplace learning and support experiences. It aims to reveal how transformative their professional learning experiences are and how transformative their workplaces are in including them as newcomer community members. This article provides the literature review to demonstrate why this study was necessary and preliminary findings answering two research questions to display how equitable and inclusive Ontario higher education workplaces are to these understudied teaching professionals in Ontario. The study findings suggest that online professional communities can create a learning and development space for them by serving their unfulfilled needs in the workplace.

Downloads

Download data is not yet available.

Author Biography

Justine Jun, University of Toronto, Canada

JUSTINE JUN, PhD Candidate at OISE (Ontario Institute for Studies in Education), University of Toronto, is an English teacher educator and ESL/EAP instructor with long years of teaching experience in higher education in multiple countries. Her teaching, managing, and working experiences with migrant English instructors in Toronto led her to research on their workplace experiences. Her major research interests lie in the areas of English teacher education and support, intercultural and multicultural learning, English instructors’ ongoing professional development, and higher education research.  Email: justine.jun@mail.utoronto.ca

References

Al Ariss, A. (2010). Modes of engagement: Migration, self‐initiated expatriation, and career development. Career Development International, 15(4), 338–358. https://doi.org/10.1108/13620431011066231

Al Ariss, A., & Crowley‐Henry, M. (2013). Self‐initiated expatriation and migration in the management literature: Present theorizations and future research directions. Career Development International, 18(1), 78–96.

Amin, N. (1999). Minority women teachers of ESL: Negotiating white English. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 93–104). Routledge.

Amin, N. (2000). Negotiating nativism: Minority immigrant women ESL teachers and the native speaker construct. [Doctoral dissertation, University of Toronto]. https://central.bac-lac.gc.ca/.item?id=NQ53697&op=pdf&app=Library&oclc_number=1006913761

Amin, N. (2001). Nativism, the native speaker construct, and minority immigrant women teachers of English as a second language. CATESOL Journal, 13(1), 89–107.

Amin, N. (2005). Chapter Nine: Voices of Minority Immigrant Women: Language, Race, and Anti-racist Feminist Methodologies. Counterpoints, 252, 183–204.

Amin, N. (2011). Imperialism and the Domestic Front: In Light of To the Lighthouse. Philosophy and Progress, 49(50), 41–64.

Amin, N., & Kubota, R. (2004). Chapter 6. Native speaker discourses: Power and resistance in postcolonial teaching of English to speakers of other languages. In P. Ninnes & S. Mehta (Eds.), Re-Imagining comparative education: Postfoundational ideas and applications for critical times (pp. 107–127). Routledge/Falmer.

Barrette, J., Lemyre, L., Cornei, W., & Beauregard, N. (2007). Organizational learning among senior public‐service executives: An empirical investigation of culture, decisional latitude and supportive communication. Canadian Public Administration, 50(3), 333–354.

Bascia, N. (1996). Inside and outside: Minority immigrant teachers in Canadian schools. International Journal of Qualitative Studies in Education, 9(2), 151–165. https://doi.org/10.1080/0951839960090204

Bascia, N., & Jacka, N. (2001). Falling in and filling in: ESL teaching careers in changing times. Journal of Educational Change, 2(4), 325–346.

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.

Benyon, J., Ilieva, R., & Dichupa, M. (2004). Re-credentialing experiences of immigrant teachers: Negotiating institutional structures, professional identities and pedagogy. Teachers and Teaching: Theory and Practice, 10(4), 429–444.

Beynon, J., Ilieva, R., & Dichupa, M. (2004). Re-credentialling experiences of immigrant teachers: Negotiating institutional structures, professional identities and pedagogy. Teachers and Teaching: Theory and Practice, 10(4), 429–444. https://doi.org/10.1080/1354060042000224160

Bouhali, C. E. (2019). Is there a glass ceiling for internationally educated teachers in Alberta? A critical interpretive analysis [University of Alberta]. https://doi.org/10.7939/r3-kdt6-sb14

Boyce, A. S., Ryan, A. M., Imus, A. L., & Morgeson, F. P. (2007). Temporary worker, permanent loser?” A model of the stigmatization of temporary workers. Journal of Management, 33(1), 5–29. https://doi.org/10.1177/0149206306296575

Braine, G. (2005). Teaching English to the World: History, Curriculum, and Practice. Laurence Erlbaum Associates.

Braine, G. (2010). Nonnative Speaker English Teachers; Research, Pedagogy, and Professional Growth. Rutledge.

Braine, G., & Selvi, A. F. (2018). NNEST Movement. The TESOL Encyclopedia of English Language Teaching, 1(6). https://doi.org/10.1002/9781118784235

Brigham, S. (2011). Internationally Educated Female Teachers’ Transformative Lifelong Learning Experiences: Rethinking the Immigrant Experience through an Arts-Informed Group Process. Journal of Adult and Continuing Education, 17(2), 36–50. https://doi.org/10.7227/JACE.17.2.5

Canagarajah, S. (1999). Resisting Linguistic Imperialism. Oxford University Press.

Cerdin, J. L., Dine, M. A., & Brewster, C. (2014). Qualified immigrants’ success: Exploring the motivation to migrate and to integrate. Journal of International Business Studies, 45(2), 151–168.

Cho, C. (2010). “Qualifying” as Teacher: Immigrant Teacher Candidates’ Counter-Stories. Canadian Journal of Educational Administration and Policy, 100.

Cho, C. L. (2016). No Dreads and Saris Here. In In Diversifying the Teaching Force in Transnational Contexts (pp. 45–57). SensePublishers. https://doi-org.myaccess.library.utoronto.ca/10.1007/978-94-6300-663-7_4

Colakoglu, S., Yunlu, D. G., & Arman, G. (2018). High-skilled female immigrants: Career strategies and experiences. Journal of Global Mobility, 6(3), 258–284.

Connelly, C. E., & Gallagher, D. G. (2004). Emerging trends in contingent work research. Journal of Management, 30(6), 959–983. https://doi.org/10.1016/j.jm.2004.06.008

Connelly, C. E., & Kelloway, E. K. (2003). Predictors of employees’ perceptions of knowledge sharing cultures. Leadership & Organization Development Journal. https://www.researchgate.net/publication/242344969_Predictors_of_Employees'_Perceptions_of_Knowledge_Sharing_Cultures

Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209.

Cook, V. (2016). Where Is the Native Speaker Now? TESOL Quarterly, 50(1).

Courchene, R. (1996). Teaching Canadian culture: Teacher preparation. TESL Canada Journal, 13(2), 1–16. https://doi.org/10.18806/tesl.v13i2.666

Cruickshank, K. (2004). Towards diversity in teacher education: Teacher preparation of immigrant teachers. European Journal of Teacher Education, 27(2), 125–138. https://doi.org/10.1080/0261976042000223006

Cummins, J. (2003). Challenging the construction of difference as deficit: Where are identity, intellect, imagination, and power in the new regime of truth? In P. P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social change (P. P. Trifonas, Ed.; pp. 41–60). Routledge/Falmer.

Danielewicz, J. (2001). Teaching Selves: Identity, Pedagogy, and Teacher Education. State University of New York Press.

Day, C., & Sachs, J. (2004). Professionalism, performativity, and empowerment: Discourse in the politics, policies, and purposes of continuing professional development. In C. Day & H. Sachs (Eds.), International handbook on the continuing professional development of teachers. Open University Press.

De Costa, P. I., & Norton, B. (2017). Introduction: Identity, Transdisciplinarity, and the Good Language Teacher. The Modern Language Journal, 101(S1), 3–14. https://doi.org/10.1111/modl.12368

Deters, P. (2006). Immigrant Teachers in Canada: Learning the Language and Culture of a New Professional Community. AELFE Paper Conference, 1–16.

Deters, P. (2009). Identity, agency, and the acquisition of professional language and culture: The case of internationally educated teachers and college professors in Ontario. University of Toronto.

Deters, P. (2011). Identity, agency and the acquisition of professional language and culture. Continuum.

Deters, P. (2015). Factors facilitating the successful entry of internationally educated teachers into the Ontario education system. Bildung Und Erziehung, 18(1), 417–430.

Doerger, D. W. (2003). The importance of beginning teacher induction in your school. International Electronic Journal for Leadership in Learning, 7. https://journals.library.ualberta.ca/iejll/index.php/iejll/article/view/423/85

Dogancay-Aktuna, S. (2008). Non-native English speaking teacher educators: A profile from Turkey. In S. Dogancay-Aktuna & J. Hardman (Eds.), Global English teaching and teacher education: Praxis and possibility (pp. 61–82). TESOL Publications.

Faez, F. (2010). Linguistic and Cultural Adaptation of Internationally Educated Teacher Candidates. Canadian Journal of Educational Administration and Policy. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/42783

Faez, F. (2012). Diverse Teachers for Diverse Students: Internationally Educated and Canadian-born Teachers’ Preparedness to Teach English Language Learners. Canadian Journal of Education / Revue Canadienne de l’éducation, 35(3), 64–84.

Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers’ perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450–471. https://doi.org/10.1002/tesq.37

Fithriani, R. (2018). Discrimination behind NEST and NNEST Dichotomy in ELT Profesionalism. KnE Social Sciences, 741–755. https://doi.org/10.18502/kss.v3i4.1982

Fotovatian, S. (2012). Three constructs of institutional identity among international doctoral students in Australia. Teaching in Higher Education, 17(5), 577–588. https://doi.org/10.1080/13562517.2012.658557

Fotovatian, S. (2015). Language, institutional identity and integration: Lived experiences of ESL teachers in Australia. Globalisation, Societies and Education, 13(2), 230–245. https://doi.org/10.1080/14767724.2014.934072

Gagné, A., & Inbar, O. (2005, March). Language proficiency development of non-native English-speaking teacher candidates: A comparative case study of two teacher preparation programs in Canada and Israel. TESOL Conference, San Antonio, TX.

Gambhir, M. R. (2004). Non-native speakers of English in a Canadian teacher education program: Needs, experiences, and policies (Publication No. MQ95291) [ProQuest Dissertations & Theses Global. (305062142)]. University of Toronto.

Girard, E. R., & Bauder, H. (2007). Assimilation and exclusion of foreign trained engineers in Canada: Inside a professional regulatory organization. Antipode, 39(1), 35–53. https://doi-org.myaccess.library.utoronto.ca/10.1111/j.1467-8330.2007.00505.x

Giroux, H. A. (2004). Betraying the intellectual tradition: Public intellectuals and the crisis of youth. In A. Phipps & M. Guilherme (Eds.), Critical pedagogy: Political approaches to language and intercultural communication. Multilingual Matters, 7–21.

Grimmett, P. (2009). Changing a profession back to an occupation: Implications of the agreement on internal trade (AIT) policy framework on teaching and teacher education. Inspiration and Innovation in Teaching and Teacher Education Conference, 14–16. http://www.mun.ca/ edge2009/displaypapers.php (Accessed 15.11.09)

Guo, S. (2013). Economic integration of recent Chinese immigrants in Canada’s second-tier cities: The triple glass effect and immigrants’ downward social mobility. Canadian Ethnic Studies, 45(3), 95–115. https://doi.org/10.1353/ces.2013.0047

Henley, D., & Young, J. (2009). Trading in education: The agreement on internal trade, labour mobility, and teacher certification in Canada. Canadian Journal of Educational Administration and Policy. Canadian Journal of Educational Administration and Policy, 91. http://www.umanitoba.ca/ publications/cjeap/articles/henleyyoung.html (Accessed 03.06.09)

Hilde, R. K., & Mills, A. (2015). Making critical sense of discriminatory practices in the Canadian workplace. Critical Perspectives on International Business, 11(2), 173.

Hodkinson, H. (2009). Improving schoolteachers’ workplace learning. In S. Gerwirtz, P. Mahony, I. Hextall, & A. Cribb (Eds.), Changing teacher professionalism. Routledge. https://doi.org/10.1080/02671520500077921

Holliday, A. (2005). The Struggle to Teach English as an International Language. Oxford University Press.

Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385–387.

Jain, H. C., Horwitz, F., & Wilkin, C. L. (2012). Employment equity in Canada and South Africa: A comparative review. The International Journal of Human Resource Management, 23(1), 1–17. https://doi.org/10.1080/09585192.2011.606115

Janusch, S. (2015). Voices Unheard: Stories of Immigrant Teachers in Alberta. International Migration & Integration, 16, 299–315.

Jenkins, J. (2000). The Phonology of English as an International Language: New Models, New Norms, New Goals. Oxford University Press. https://www.researchgate.net/publication/244511317_The_Phonology_of_English_as_an_International_Language

Kerekes, J. (2017). Language Preparation for Internationally Educated Professionals. In B. Vine (Ed.), Routledge Handbook of Language in the Workplace. Rutledge.

Kim, H. (2011). Native speakerism affecting nonnative English teachers’ identity formation: A critical perspective. English Teaching, 66(4), 53–71.

Knight, P. T., & Trowler, P. R. (2010). Department-level cultures and the improvement of learning and teaching. Studies in Higher Education, 25(1), 69–83.

Kubota, R. (2001). Discursive construction of the images of US classrooms. TESOL Quarterly, 35(1), 9–37. https://doi-org.myaccess.library.utoronto.ca/10.2307/3587858

Liversage, A. (2009). Vital conjunctures, shifting horizons: High-skilled female immigrants looking for work”, Work. Employment & Society, Vol. 23 No. 1, Pp. 120-141., 23(1), 120–141. https://doi.org/10.1177/0950017008099781

Lopez, M. J. (2012). Skilled immigrant women in the US and the double earning penalty. Feminist Economics, 18(1), 99–134. https://doi.org/10.1080/13545701.2012.658429

Marom, L. (2017). Mapping the field: Examining the recertification of internationally educated teachers. Canadian Journal of Education, 40(3), 157–190.

Marom, L. (2019). From experienced teachers to newcomers to the profession: The capital conversion of internationally educated teachers in Canada. Teaching and Teacher Education, 78, 85–96.

Marom, L., & Ilieva, R. (2016). Becoming the “good teacher. In Diversifying the teaching force in transnational contexts (pp. 15–27). SensePublishers.

Meares, C. (2010). A fine balance: Women, work and skilled migration. Women’s Studies International Forum, 33(5), 473–481.

Medgyes, P. (1994). The non-native teacher. Macmillan.

Medgyes, P. (2000). Non-native speaker teacher. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (pp. 444–446). Routledge.

Moussu, L. (2006). Native and non-native English-speaking English as a second language teachers: Student attitudes, teacher self-perceptions, and intensive English program administrator beliefs and practices [Purdue University]. https://files.eric.ed.gov/fulltext/ED492599.pdf

Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315–348.

Mwebi, B. M., & Brigham, S. M. (2009). Preparing North American preservice teachers for global perspectives: An international teaching practicum experience in Africa. Alberta Journal of Educational Research, 55(3). https://doi.org/10.11575/ajer.v55i3.55336

Myles, J., Cheng, L., & Wang, H. (2006). Teaching in elementary school: Perceptions of foreign-trained teacher candidates on their teaching practicum. Teaching and Teacher Education, 22, 233–245.

Nazari, J. A., Herremans, I. M., Isaac, R. G., Manassian, A., & Kline, T. J. (2011). Organizational culture, climate and IC: an interaction analysis. Journal of Intellectual Capital. https://doi.org/10.1108/14691931111123403

Niyubahwe, A., Mukamurera, J., & Jutras, F. (2013). Professional integration of immigrant teachers in the school system: A literature review. McGill Journal of Education, 48(2), 279–296. https://doi.org/10.7202/1020972ar

Oloo, J. A. (2012). Immigrant teachers in Saskatchewan schools: A human resource perspective. KEDI. Journal of Educational Policy, 9(2). https://www.researchgate.net/profile/James-Oloo/publication/234038059_Oloo_James_Alan_2012_Immigrant_teachers_in_Saskatchewan_schools_A_human_resource_perspective_KEDI_Journal_of_Educational_Policy_92_219-237/links/09e4150e7437a1a0e3000000/Oloo-James-Alan-2012-Immigrant-teachers-in-Saskatchewan-schools-A-human-resource-perspective-KEDI-Journal-of-Educational-Policy-92-219-237.pdf

Olsen, B. (2015). Teaching What They Learn, Learning What They Live: How Teachers’ Personal Histories Shape Their Professional Development. Routledge. https://doi-org.myaccess.library.utoronto.ca/10.4324/9781315631684

Parkinson, P. (2008). Space for performing teacher identity: Through the lens of Kafka and Hegel. Teachers and Teaching: Theory and Practice. Theory and Practice, 14(1), 51–60.

Pendakur, K., & Pendakur, R. (2007). Minority Earnings Disparity Across the Distribution. Canadian Public Policy, 33(1), 41–60.

Pendakur, K., & Woodcock, S. (2010). Glass Ceilings and Glass Doors? Wage Disparity within and between Firms. Journal of Business and Economic Statistics, 28(1), 181–189.

Pennycook, A. (1994). The Cultural Politics of English as an International Language. Longman.

Pennycook, A. (2002). Mother tongues, governmentality, and protectionism. International Journal of the Sociology of Language, 154, 11–28.

Phillion, J. (2003). Obstacles to accessing the teaching profession for immigrant women. Multicultural Education, 11(1), 41–45.

Pollock, K. (2006). Access to the teaching profession: Internationally educated teachers (IETs) experiences. https://wall.oise.utoronto.ca/resources/Pollock_Internationally_Trained_Teachers_WALL2006.pdf

Pollock, K. (2015). The new" new teacher. In The complexity of hiring, supporting, and retaining new teachers in Canada (pp. 91–112). Canadian Association for Teacher Education/Canadian Society for Studies in Education.

Pollock, K. E. (2010). Transitioning to the teacher workforce: Internationally educated teachers (IETs) as occasional teachers. In Challenging Transitions in Learning and Work (pp. 165–182). Brill Sense.

Purkayastha, B. (2005). Skilled migration and cumulative disadvantage: The case of highly qualified Asian Indian immigrant women in the US. Geoforum, 36(2), 181–196.

Quinio, A. E. (2015). From Policy to Reality: A Study of Factors Influencing the Employment Trajectories of Internationally Educated Professionals [Doctoral dissertation]. OISE, University of Toronto.

Ramjattan, V. A. (2019). The white native speaker and inequality regimes in the private English language school. Intercultural Education, 30(2), 126–140.

Rudolph, N., Selvi, A. F., & Yazan, B. (2015). Conceptualizing and confronting inequity: Approaches within and new directions for the “NNEST movement.” Critical Inquiry in Language Studies, 12(1), 27–50. https://doi.org/10.1080/15427587.2015.997650

Ryan, J., Pollock, K., & Antonelli, F. (2009). Teacher Diversity in Canada: Leaky Pipelines, Bottlenecks, and Glass Ceilings. Canadian Journal of Education, 32(3), 591–617.

Schmidt, C. (2010). Systemic Discrimination as a Barrier for Immigrant Teachers. Diaspora, Indigenous, and Minority Education, 4(4), 235–252. https://doi.org/10.1080/15595692.2010.513246

Schmidt, C., & Block, L. A. (2010). Without and within: The implications of employment and ethnocultural equity policies for internationally educated teachers. Canadian Journal of Educational Administration and Policy, 100. https://cjc-rcc.ucalgary.ca/index.php/cjeap/article/view/42785

Schmidt, C., & Gagné, A. (2015). Internationally educated teacher candidates in Canadian Faculties of Education: When diversity≠ equity. In Handbook of Canadian research in initial teacher education (pp. 295–311). https://prism.ucalgary.ca/bitstream/handle/1880/113288/Handbook-of-Canadian-Research-in-ITE-2015-1.pdf?sequence=1&isAllowed=y#page=318

Schmidt, C., & Janusch, S. (2016). The Contributions of Internationally Educated Teachers in Canada: Reconciling What Counts with What Matters. In Diversifying the Teaching Force in Transnational Contexts (pp. 137–151). Brill Sense.

Schmidt, C., Young, J., & Mandzuk, D. (2010). The Integration of Immigrant Teachers in Manitoba, Canada: Critical Issues and Perspectives. Journal of International Migration and Integration, 11(4), 439–452. https://doi.org/10.1007/s12134-010-0149-1

Selvi, A. F. (2018). Myths and misconceptions about the NNEST movement and research. The TESOL Encyclopedia of English Language Teaching, 1(8). http://nnestevo2014.pbworks.com/w/file/fetch/72049298/Selvi%20%28in%20press%29%20-%20Myths%20and%20Misconceptions%20about%20the%20NNEST%20Movement.pdf

Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher. Educational Researcher, 34(4), 14–22.

Shan, H., & Guo, S. (2013). Learning as sociocultural practice: Chinese immigrant professionals negotiating differences and identities in the Canadian labour market. Comparative Education, 49(1), 28–41. https://doi.org/10.1080/03050068.2012.740218

Shervey, G., & O’Byrne, A. (2006). Transitions to Alberta classrooms: A preparation program for teachers with international qualifications. Alberta Education, Immigration and Integration (AEII).

Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.

Soheili-Mehr, A. H. (2018). Immigrant Non-Native English Speaking Teachers in TESOL: The Negotiation of Professional Identities. University of Toronto.

Tajeddin, Z., & Adeh, A. (2016). Native and nonnative English teachers’ perceptions of their professional identity: Convergent or divergent? Iranian Journal of Language Teaching Research, 4(3), 37–54.

Tang, C. (1997). The identity of the nonnative ESL teacher. TESOL Quarterly, 31(3), 577–580.

Tseng, S. (2011). Understanding Non-Native English-Speaking Teachers’ Identity Construction and Transformation in the English-Speaking Community: A closer Look at Past, Present, and Future. Indiana State University.

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing Language Teacher Identity: Three Perspectives and Beyond. Journal of Language, Identity & Education, 4(1), 21–44. https://doi.org/10.1207/s15327701jlie0401_2

Walsh, S. (2008). Listening to Difference in the Teaching of ‘English’: Insights from Internationally Educated Teachers. Changing English, 15(4), 397–405. https://doi.org/10.1080/13586840802493043

Walsh, S. (2017). Contemplative and artful openings: Researching women and teaching (Vol. 1–193). Taylor & Francis.

Walsh, S., & Brigham, S. (2007). Internationally educated teachers and teacher education programs in Canada. Atlantic Metropolis Center. https://www.researchgate.net/profile/Susan-Walsh-14/publication/261794523_Internationally_educated_teachers_and_teacher_education_programs_in_Canada_Current_practices_Working_Paper_No_182-08_Atlantic_Metropolis_Centre/links/004635357c2605483b000000/Internationally-educated-teachers-and-teacher-education-programs-in-Canada-Current-practices-Working-Paper-No-18-2-08-Atlantic-Metropolis-Centre.pdf

Walsh, S. C., Brigham, S. M., & Wang, Y. (2011). Internationally educated female teachers in the neoliberal context: Their labour market and teacher certification experiences in Canada. Teaching and Teacher Education, 27, 657–665. https://doi.org/10.1016/j.tate.2010.11.004

White, C., & Ding, A. (2009). Identity and self in e-language teaching. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 333–349). Multilingual Matters. https://doi-org.myaccess.library.utoronto.ca/10.21832/9781847691293-018

Wimmer, R., Young, B., & Xiao, J. (2019). Innovating in the Margins of Teacher Education: Developing a Bridging Program for Internationally Educated Teachers. In Education, 25(2), 23–38.

Wong, L., & Wong, C. (2006). Chinese Engineers in Canada: A “Model Minority”? And Experiences and Perceptions of the Glass Ceiling. Journal of Women and Minorities in Science and Engineering 12.4: 253-273., 12(4), 253–273. https://doi.org/10.1615/JWomenMinorScienEng.v12.i4.10

Zhang, Y. (2016). Reviewing non-native English-speaking teachers’ professional identity. International Journal of Languages’ Education, 1(Volume 4 Issue 3), 320–320.

Zhao, K. (2012). Internationally Educated Teachers in Canada: Transition, Integration, Stress, and Coping Strategies. Ontario Institute for Studies in Education, University of Toronto.

Downloads

Published

2022-05-16