ABSTRACT
I began my career as an English language educator and teacher educator in Canada and then continued my teaching in Korea, Japan, Hawaii, China, and California before taking up my current academic position in Canada more than twenty years ago. In addition, I conducted research on English language education in Hungary in the late 1980s and early 1990s. I subsequently had responsibilities for the education and supervision of teachers of languages other than English as well, such as French, Mandarin, Spanish, Japanese, German, and Korean, and curriculum for teaching those languages within our province. For most of my career, however, I have been involved in graduate education and research related to the teaching, learning, and use of heritage, second/foreign, and indigenous languages both inside and outside classrooms. Much of this research and teaching over the past two decades has concerned diff erent aspects of second language (L2) education, socialization, and learning in multilingual contexts (Duff , 2012a) and, increasingly, in transnational contexts as well. One dimension of this research is teachers’ and students’ social, cultural, and linguistic identities.
