Gary Barkhuizen is Professor of Applied Linguistics at the University of Auckland, New Zealand and Honorary Research Fellow at the University of the Free State, South Africa. His research focuses on language teacher education, teacher and learner identity, study abroad and narrative inquiry. His recent publications include Language Teacher Educator Identity (Cambridge University Press, 2021) and Communicating Identities (Routledge, 2020, with Pat Strauss).

This wide-ranging and well-structured resource provides fascinating insights into various aspects of study-abroad experiences. Including views from pre-service, in-service language teachers and language teacher educators, it captures diverse and multidimensional perspectives. The chapters’ ‘practical implications’ will be invaluable for teacher educators in their efforts to design and support appropriate educational experiences.

• AcknowledgementsContributorsChapter 1. Gary Barkhuizen: Language Teachers Studying AbroadPart 1: Identities and Professional DevelopmentChapter 2. Julia Menard-Warwick, Enrique David Degollado and Shannon Kehoe: Emotionality in Field Trip Narratives: Confronting Deficit PerspectivesChapter 3. Steve Marshall: Japanese English Teachers’ Professional Development in a Canadian University: Perceptions of Self and Imagining PracticeChapter 4. Rosemary Wette and Gary Barkhuizen: Study Abroad as a Site of Transformative Learning: Post-Sojourn Knowledge and Identity Change of Two Cambodian TeachersChapter 5. Donna Starks and Howard Nicholas: Life and Learning through Study Abroad: Trajectories Connecting Identity and Communicative RepertoiresChapter 6. Danping Wang: ‘They Say My Job is Propaganda’: Professional Identities of Pre-Service Chinese Language Teachers in Overseas SchoolsPart 2: Interculturality and Intercultural LearningChapter 7. Rachel Shriver, Magda Madany-Saa, Eleanor Sweeney, Elizabeth Smolcic, Sharon Childs, Ana Loja Criollo and Yolanda Loja Criollo: Re-Imagining Immersion for Teachers: Exploring the Seedlings of Decolonial Roots within Ecuadorian/United States PartnershipsChapter 8. Roswita Dressler and Colleen Kawalilak: The Experience of Pre-Service Language Teachers Learning an Additional Language through Study Abroad    Chapter 9. Chiou-lan Chern, Angel M. Y. Lin and Mei-Lan Lo: Border-Crossing and Professional Development of Taiwanese EFL Teachers in a Study Abroad ProgramChapter 10. Sin Yu Cherry Chan and Jane Jackson: ‘I Thought it was Really a No!’: A Narrativized Account of an L2 Sojourn with a HomestayChapter 11. Erik Jon Byker and Natalia Mejia: Language for the Heart: Investigating the Linguistic Responsiveness of Study AbroadPart 3: Emotions and Personal GrowthChapter 12. Takaaki Hiratsuka: Dreams Cut Short but Heads Held High: Study Abroad in Times of CoronavirusChapter 13. John Macalister: No Ordinary Time: Language Teachers Abroad in an Extraordinary YearChapter 14. Shondel Nero: When Teachers become ‘The Other’: Studying Abroad in the Dominican RepublicChapter 15. Harold Castañeda-Peña, Carmen Helena Guerrero Nieto and Pilar Méndez Rivera: Study Abroad as Subjection: Doctoral Students’ Emotions during Academic Short StaysChapter 16. Diana Feick and Petra Knorr: Emotional Aspects of Online Collaboration: Virtual Exchange of Pre-Service EFL TeachersPart 4: Relationships and CareersChapter 17. Rosamond Mitchell and Nicole Tracy-Ventura: From Language Teaching Assistant Abroad to Language Professional: A Longitudinal Study of Career EntryChapter 18. Christine Biebricher and Yue You: Understanding Pre-Service Teachers’ Study Abroad Experiences through Duoethnography: Challenges, Emotions and DevelopmentsChapter 19. Michael Burri: From ESL Student to Teacher Educator: Reflections on Transnational and Transcultural Professional Identity DevelopmentChapter 20. Anja Wilken and Andreas Bonnet: Transformative Learning and Professionalization through Uncertainty? A Case Study of Pre-Service Language Teachers During a STIEChapter 21. Meredith D’Arienzo and YouJin Kim: The Impact of a Two-Week Study Abroad Teacher Development Program on Pre-Service L2 TeachersIndex

Gary Barkhuizen is Professor of Applied Linguistics at the University of Auckland, New Zealand and Honorary Research Fellow at the University of the Free State, South Africa. His research focuses on language teacher education, teacher and learner identity, study abroad and narrative inquiry. His recent publications include Language Teacher Educator Identity (Cambridge University Press, 2021) and Communicating Identities (Routledge, 2020, with Pat Strauss).

This wide-ranging and well-structured resource provides fascinating insights into various aspects of study-abroad experiences. Including views from pre-service, in-service language teachers and language teacher educators, it captures diverse and multidimensional perspectives. The chapters’ ‘practical implications’ will be invaluable for teacher educators in their efforts to design and support appropriate educational experiences.

• AcknowledgementsContributorsChapter 1. Gary Barkhuizen: Language Teachers Studying AbroadPart 1: Identities and Professional DevelopmentChapter 2. Julia Menard-Warwick, Enrique David Degollado and Shannon Kehoe: Emotionality in Field Trip Narratives: Confronting Deficit PerspectivesChapter 3. Steve Marshall: Japanese English Teachers’ Professional Development in a Canadian University: Perceptions of Self and Imagining PracticeChapter 4. Rosemary Wette and Gary Barkhuizen: Study Abroad as a Site of Transformative Learning: Post-Sojourn Knowledge and Identity Change of Two Cambodian TeachersChapter 5. Donna Starks and Howard Nicholas: Life and Learning through Study Abroad: Trajectories Connecting Identity and Communicative RepertoiresChapter 6. Danping Wang: ‘They Say My Job is Propaganda’: Professional Identities of Pre-Service Chinese Language Teachers in Overseas SchoolsPart 2: Interculturality and Intercultural LearningChapter 7. Rachel Shriver, Magda Madany-Saa, Eleanor Sweeney, Elizabeth Smolcic, Sharon Childs, Ana Loja Criollo and Yolanda Loja Criollo: Re-Imagining Immersion for Teachers: Exploring the Seedlings of Decolonial Roots within Ecuadorian/United States PartnershipsChapter 8. Roswita Dressler and Colleen Kawalilak: The Experience of Pre-Service Language Teachers Learning an Additional Language through Study Abroad    Chapter 9. Chiou-lan Chern, Angel M. Y. Lin and Mei-Lan Lo: Border-Crossing and Professional Development of Taiwanese EFL Teachers in a Study Abroad ProgramChapter 10. Sin Yu Cherry Chan and Jane Jackson: ‘I Thought it was Really a No!’: A Narrativized Account of an L2 Sojourn with a HomestayChapter 11. Erik Jon Byker and Natalia Mejia: Language for the Heart: Investigating the Linguistic Responsiveness of Study AbroadPart 3: Emotions and Personal GrowthChapter 12. Takaaki Hiratsuka: Dreams Cut Short but Heads Held High: Study Abroad in Times of CoronavirusChapter 13. John Macalister: No Ordinary Time: Language Teachers Abroad in an Extraordinary YearChapter 14. Shondel Nero: When Teachers become ‘The Other’: Studying Abroad in the Dominican RepublicChapter 15. Harold Castañeda-Peña, Carmen Helena Guerrero Nieto and Pilar Méndez Rivera: Study Abroad as Subjection: Doctoral Students’ Emotions during Academic Short StaysChapter 16. Diana Feick and Petra Knorr: Emotional Aspects of Online Collaboration: Virtual Exchange of Pre-Service EFL TeachersPart 4: Relationships and CareersChapter 17. Rosamond Mitchell and Nicole Tracy-Ventura: From Language Teaching Assistant Abroad to Language Professional: A Longitudinal Study of Career EntryChapter 18. Christine Biebricher and Yue You: Understanding Pre-Service Teachers’ Study Abroad Experiences through Duoethnography: Challenges, Emotions and DevelopmentsChapter 19. Michael Burri: From ESL Student to Teacher Educator: Reflections on Transnational and Transcultural Professional Identity DevelopmentChapter 20. Anja Wilken and Andreas Bonnet: Transformative Learning and Professionalization through Uncertainty? A Case Study of Pre-Service Language Teachers During a STIEChapter 21. Meredith D’Arienzo and YouJin Kim: The Impact of a Two-Week Study Abroad Teacher Development Program on Pre-Service L2 TeachersIndex

Gary Barkhuizen is Professor of Applied Linguistics at the University of Auckland, New Zealand and Honorary Research Fellow at the University of the Free State, South Africa. His research focuses on language teacher education, teacher and learner identity, study abroad and narrative inquiry. His recent publications include Language Teacher Educator Identity (Cambridge University Press, 2021) and Communicating Identities (Routledge, 2020, with Pat Strauss).

This wide-ranging and well-structured resource provides fascinating insights into various aspects of study-abroad experiences. Including views from pre-service, in-service language teachers and language teacher educators, it captures diverse and multidimensional perspectives. The chapters’ ‘practical implications’ will be invaluable for teacher educators in their efforts to design and support appropriate educational experiences.

• AcknowledgementsContributorsChapter 1. Gary Barkhuizen: Language Teachers Studying AbroadPart 1: Identities and Professional DevelopmentChapter 2. Julia Menard-Warwick, Enrique David Degollado and Shannon Kehoe: Emotionality in Field Trip Narratives: Confronting Deficit PerspectivesChapter 3. Steve Marshall: Japanese English Teachers’ Professional Development in a Canadian University: Perceptions of Self and Imagining PracticeChapter 4. Rosemary Wette and Gary Barkhuizen: Study Abroad as a Site of Transformative Learning: Post-Sojourn Knowledge and Identity Change of Two Cambodian TeachersChapter 5. Donna Starks and Howard Nicholas: Life and Learning through Study Abroad: Trajectories Connecting Identity and Communicative RepertoiresChapter 6. Danping Wang: ‘They Say My Job is Propaganda’: Professional Identities of Pre-Service Chinese Language Teachers in Overseas SchoolsPart 2: Interculturality and Intercultural LearningChapter 7. Rachel Shriver, Magda Madany-Saa, Eleanor Sweeney, Elizabeth Smolcic, Sharon Childs, Ana Loja Criollo and Yolanda Loja Criollo: Re-Imagining Immersion for Teachers: Exploring the Seedlings of Decolonial Roots within Ecuadorian/United States PartnershipsChapter 8. Roswita Dressler and Colleen Kawalilak: The Experience of Pre-Service Language Teachers Learning an Additional Language through Study Abroad    Chapter 9. Chiou-lan Chern, Angel M. Y. Lin and Mei-Lan Lo: Border-Crossing and Professional Development of Taiwanese EFL Teachers in a Study Abroad ProgramChapter 10. Sin Yu Cherry Chan and Jane Jackson: ‘I Thought it was Really a No!’: A Narrativized Account of an L2 Sojourn with a HomestayChapter 11. Erik Jon Byker and Natalia Mejia: Language for the Heart: Investigating the Linguistic Responsiveness of Study AbroadPart 3: Emotions and Personal GrowthChapter 12. Takaaki Hiratsuka: Dreams Cut Short but Heads Held High: Study Abroad in Times of CoronavirusChapter 13. John Macalister: No Ordinary Time: Language Teachers Abroad in an Extraordinary YearChapter 14. Shondel Nero: When Teachers become ‘The Other’: Studying Abroad in the Dominican RepublicChapter 15. Harold Castañeda-Peña, Carmen Helena Guerrero Nieto and Pilar Méndez Rivera: Study Abroad as Subjection: Doctoral Students’ Emotions during Academic Short StaysChapter 16. Diana Feick and Petra Knorr: Emotional Aspects of Online Collaboration: Virtual Exchange of Pre-Service EFL TeachersPart 4: Relationships and CareersChapter 17. Rosamond Mitchell and Nicole Tracy-Ventura: From Language Teaching Assistant Abroad to Language Professional: A Longitudinal Study of Career EntryChapter 18. Christine Biebricher and Yue You: Understanding Pre-Service Teachers’ Study Abroad Experiences through Duoethnography: Challenges, Emotions and DevelopmentsChapter 19. Michael Burri: From ESL Student to Teacher Educator: Reflections on Transnational and Transcultural Professional Identity DevelopmentChapter 20. Anja Wilken and Andreas Bonnet: Transformative Learning and Professionalization through Uncertainty? A Case Study of Pre-Service Language Teachers During a STIEChapter 21. Meredith D’Arienzo and YouJin Kim: The Impact of a Two-Week Study Abroad Teacher Development Program on Pre-Service L2 TeachersIndex