Vander Tavares

• Tavares, Vander & Melo-Pfeifer, Sílvia (2026). Professional identity calibration through self-authored practices: Pre-service language teachers’ racialization and ethnicization work towards legitimacy. Social Sciences & Humanities Open (SSHO). 14, p. 1–9. doi: 10.1016/j.ssaho.2026.103535. Full text in Research Archive Show summary

  As language teacher education becomes increasingly shaped by linguistic, racial, and ethnic diversity, understanding how pre-service teachers negotiate professional legitimacy has become an important concern in applied linguistics and teacher education research. This article examines how raciolinguistic and ethnic ideologies shape pre-service language teachers’ professional identity development in a German teacher education program. Drawing on discourse-analytic readings of in-depth interviews with two pre-service teachers of English and Spanish, we propose a heuristic—ideology → identity work → felt consequences—to trace how native-speakerism, raciolinguistic expectations, and ethnic ideologies are taken up in self-narratives. The analysis identifies four forms of everyday identity work: approximating an imagined native speaker through accent, phenotype, and origin stories; managing a racialized gaze that produces both hypervisibility and affinity; authorizing oneself against anticipated doubt and discrimination; and de-ethnizing by downplaying ethnic markers to claim “European/Western” belonging. These practices reveal how legitimacy is calibrated to language-specific authenticity demands, with the same body read differently across English and Spanish. We argue that raciolinguistic regulation operates not only through institutional gatekeeping but also through self-authored practices of self-(de)racialization and de-ethnization that entail both opportunities and costs. Conceptually, we extend language teacher identity scholarship by centering ethnicity as an ideological site alongside race and language. Practically, we suggest interventions that name and disrupt ideologies while validating diverse linguistic and ethnic trajectories in contemporary European teacher education.

• Tavares, Vander & Melo-Pfeifer, Sílvia (2026). Empowerment and Tension: EFL Student Teachers’ Professional Identity Development from a Trans-Speakerism Perspective. In Hiratsuka, Takaaki (Eds.), Trans-Speakerism and Empowerment: A Global Dialogue in Language Education. Springer Nature. p. 173–193. doi: 10.1007/978-3-032-10473-1_9. Full text in Research Archive Show summary

  Trans-speakerism has been proposed as an ideological lens informed by commitments to diversity, equity, and inclusion. In English as a Foreign Language (EFL) education, native proficiency holds consequential status in the academic and professional domains of the so-called “non-native” speakers’ lives, whose academic-professional qualifications, experiences, and identities are hierarchically compared to those of native speakers of English. In this chapter, trans-speakerism is conceptually employed through a case study approach to analyze the academic-professional experiences of three EFL student teachers in a language teacher education program at a Brazilian university. With a focus on professional identity construction through trans-speakerism, the findings may be conceived of in two dimensions: empowerment and tension. The first illustrates that the student teachers position themselves critically as global speakers and future teachers of EFL. The second illustrates that the student teachers’ interactions—with their students, students’ parents, and school administrators and didactic materials—devalue trans-speakerism professional identities due to the pervasiveness of native-speakerist ideologies. This chapter foregrounds the need for better academic, professional, and emotional support for EFL student teachers entering the profession.

• Dikilitas, Kenan & Tavares, Vander (2026). Reframing L2 Academic Writer Identity with GenAI: The Emergence of a Technology-Mediated Self. Digital Studies in Language and Literature. doi: 10.1515/dsll-2026-0008. Full text in Research Archive Show summary

  This study investigates how second language (L2) academic writers reconstruct their writer identities through sustained engagement with generative artificial intelligence (GenAI) tools. A total of 32 participants, representing a wide range of academic positions from early-stage graduate students to senior faculty, took part in an anonymous online survey and written interviews. Participants came from diverse disciplinary backgrounds including applied linguistics, English language teaching (ELT), or TESOL, educational psychology, social sciences, STEM or other fields. Nearly all participants wrote in English, either exclusively or alongside another language. For L2 academic writers, GenAI presents both opportunities and challenges, particularly in relation to linguistic confidence and pressures to conform to conventional academic norms. To explore this, drawing on Clark and Ivanič’s (1997) multidimensional framework of writer identity, this qualitative study employs an abductive analytic approach to examine how participants construct, negotiate, and express their identities when engaging with GenAI. Findings show that writers negotiate agency, voice, ethics, and affect, giving rise to a mediational fourth self (i.e., technology-mediated self) in which authorship becomes collaborative, distributed, and ethically reflective. These findings could reframe existing theories of writer identity by demonstrating how technology shapes the ongoing reconstruction of identity across disciplinary and linguistic contexts.

• Tavares, Vander & Benediktsson, Artëm Ingmar (2026). Culturally Sustaining Pedagogies for Refugee L2 Education: A Case Study of Ukrainian Students in Iceland. In Tavares, Vander & Melo-Pfeifer, Sílvia (Ed.), Language Education and Learners of a Refugee Background. Springer. ISSN 9783032169464. p. 65–81. doi: 10.1007/978-3-032-16947-1_5. Full text in Research Archive
• Tavares, Vander & Melo-Pfeifer, Sílvia (2026). Innovative and Critical Perspectives on Language Education for Learners of a Refugee Background. In Tavares, Vander & Melo-Pfeifer, Sílvia (Ed.), Language Education and Learners of a Refugee Background. Springer. ISSN 9783032169464. p. 1–17. doi: 10.1007/978-3-032-16947-1_1. Full text in Research Archive
• Tavares, Vander (2026). Who Is “Diverse” and What Is “Diversity” in English Language Education? Critical Perspectives on Diversity in English Language Education. Springer Nature. ISSN 9783032114297. p. 1–38. doi: 10.1007/978-3-032-11430-3_1. Full text in Research Archive Show summary

  This introductory chapter critically examines the question: Who is “diverse” and what is “diversity” in English language education? Drawing on interdisciplinary perspectives from applied linguistics, critical pedagogy, intersectionality, and decolonial theory, the chapter unpacks how diversity is often reduced to simplistic labels or commodified within neoliberal and neocolonial frameworks. Across interconnected thematic sections, the chapter explores complexities such as the multiplicity within diversity, the politics of Othering, normative assumptions in language education, and the limitations of focusing solely on language and nationality. It foregrounds an intersectional lens, emphasizing how race, gender, sexuality, religion, and disability intersect with language and power. The chapter also highlights the role of teaching materials in shaping (and distorting) representations of diversity and calls for pedagogies rooted in care, love, and trauma-informed practice. Central to the discussion is the need to amplify marginalized voices and reimagine English language education as a space for reflexivity and transformation. Ultimately, the chapter positions diversity not as a checklist or branding strategy, but as an ethical and political commitment to equity, recognition, and justice in English language education.

• Tavares, Vander (2026). Just tell us what to do: pre-service teachers’ desire for normativity in multilingual and multicultural pedagogies. Cogent Education. 13(1), p. 1–13. doi: 10.1080/2331186x.2026.2635270. Full text in Research Archive Show summary

  This article examines how pre-service teachers express a desire for normative, pre-scriptive guidance when approaching multilingual and multicultural classroom teach-ing. This desire stands in stark contrast to teaching in diverse settings and thegrowing call for teachers to adapt and rethink their pedagogies in such educationalsettings where universal methods and solutions are inadequate. Drawing on in-depthinterview data with two pre-service teachers in a Norwegian teacher education pro-gram, the study explores how their expectations for ‘what to do’ and ‘how to do it’reflect novice teacher mindsets and the influence of traditional schooling models. Thefindings reveal a tension between the complex, dynamic nature of culturally respon-sive teaching and the participants’ search for certainty. The article argues for teachereducation curricula that both acknowledge novice teachers’ need for structure andscaffold their development toward adaptive, inquiry-based practice.

• Tavares, Vander (2026). Reproducing cultural normativity: the absence of social justice pedagogies in the teacher training curriculum. Language, Culture and Curriculum. ISSN 0790-8318. p. 1–20. doi: 10.1080/07908318.2026.2644179. Full text in Research Archive Show summary

  Social justice pedagogies play a critical role in teachers’ work to address inequity and injustice in schools, which are increasingly characterised by socioeconomic and sociocultural complexity. This article examines the place of social justice pedagogies – including multilingual, multicultural, and translanguaging approaches – in a Norwegian language teacher education programme. Drawing on in-depth interviews with student teachers, the study explores how future educators experience their preparation for teaching in linguistically and culturally diverse classrooms from a social justice perspective. Framed by theories of culturally sustaining pedagogy, translanguaging, and critical multicultural education, and analysed through reflexive thematic analysis, the findings reveal four key themes: (1) the absence of multilingual and translanguaging pedagogies, (2) insufficient integration of multicultural and social justice content, (3) a persistent gap between theory and practice, and (4) the emotional and pedagogical consequences of these curricular omissions. Student teachers reported learning about diversityrelated issues through personal research, practicum experience, or intuition, rather than formal coursework. This configuration places the burden of equity work on student teachers and perpetuate a monolingual, monocultural normativity. The article calls for a more integrated and critically engaged curriculum that prepares teachers to affirm the full linguistic and cultural repertoires of their students.

• Melo-Pfeifer, Sílvia & Tavares, Vander (2026). Arts-Based Approaches for Research on Language Teacher Identity. In Tavares, Vander & Melo-Pfeifer, Sílvia (Ed.), The Routledge Handbook of Language Teacher Identity. Routledge. ISSN 9781032800950. p. 147–161. doi: 10.4324/9781003495390-12. Full text in Research Archive Show summary

  The Routledge Handbook of Language Teacher Identity is the first comprehensive, systematic survey of the field. It offers a broad, cutting-edge, and authoritative overview of language teacher identity, highlighting its growing complexity and global relevance. This Handbook is organized into six interconnected, sequential parts: theoretical perspectives, analytical and methodological approaches, development and ideologies, innovations, professional development, and specific language teaching contexts. Contributors engage with perspectives and possibilities on an international scale, addressing issues of racism, sexism, ethnocentrism, linguicism, accentism, native-speakerism, neo-nationalism, neoliberalism, and (dis)ability, exploring how these intersect with language teachers’ professionalization, sense of belonging, authenticity, and legitimacy. Written in accessible language, thirty-four carefully curated chapters identify the major trends and developments in the field, including translanguaging, digital language teaching, study-abroad, and leadership. The volume also amplifies voices from systematically underrepresented groups, such as teachers of multiple languages and Indigenous language teachers. This reliable source is of specialised interest for language teachers, teacher educators, students and researchers in the fields of language education and applied linguistics. It supports both academic research and policy development.

• Tavares, Vander & Melo-Pfeifer, Sílvia (2026). English-as-an-L2 Teacher Identity Development from an Intersectional Perspective. In Tavares, Vander & Melo-Pfeifer, Sílvia (Ed.), The Routledge Handbook of Language Teacher Identity. Routledge. ISSN 9781032800950. p. 514–527. doi: 10.4324/9781003495390-38. Full text in Research Archive Show summary

  The Routledge Handbook of Language Teacher Identity is the first comprehensive, systematic survey of the field. It offers a broad, cutting-edge, and authoritative overview of language teacher identity, highlighting its growing complexity and global relevance. This Handbook is organized into six interconnected, sequential parts: theoretical perspectives, analytical and methodological approaches, development and ideologies, innovations, professional development, and specific language teaching contexts. Contributors engage with perspectives and possibilities on an international scale, addressing issues of racism, sexism, ethnocentrism, linguicism, accentism, native-speakerism, neo-nationalism, neoliberalism, and (dis)ability, exploring how these intersect with language teachers’ professionalization, sense of belonging, authenticity, and legitimacy. Written in accessible language, thirty-four carefully curated chapters identify the major trends and developments in the field, including translanguaging, digital language teaching, study-abroad, and leadership. The volume also amplifies voices from systematically underrepresented groups, such as teachers of multiple languages and Indigenous language teachers. This reliable source is of specialised interest for language teachers, teacher educators, students and researchers in the fields of language education and applied linguistics. It supports both academic research and policy development.

• Tavares, Vander (2025). Introduction: Problematizing Global South-Global North Dichotomies in International and Higher Education. In Tavares, Vander (Eds.), Global South-North Dichotomies in Higher Education Critical Dialogue, Reflection and Collaboration. Routledge. ISSN 9781032879444. p. 1–17. doi: 10.4324/9781003536406-1. Full text in Research Archive
• Melo-Pfeifer, Sílvia & Tavares, Vander (2025). Linguistic Landscapes, Discussion Forums and Conscientização: A Pedagogical Ensemble to Address Linguistic Glottonormativity in Language Teacher Education. In Park, Gloria; Charles, Quanisha; Tanghe, Shannon & Webb, Marie (Ed.), Radical Inclusivity: Critical Language Awareness in the Language and Writing Classroom. Multilingual Matters. ISSN 9781836680369. p. 68–83. doi: 10.21832/9781836680369-009. Full text in Research Archive
• Tavares, Vander & Melo-Pfeifer, Sílvia (2025). Ideological Clashes in Becoming: TESOL Student Teachers’ Attempts to Deconstruct Power in the Real and Imagined Classroom. In Raza, Kashif; Uştuk, Özgehan & Reynolds, Dudley (Ed.), Multilingual TESOL: De-constructing and Re-constructing Power 'in,' 'of,' and 'for' Language Classrooms. Springer Nature. ISSN 9789819692781. p. 19–33. doi: 10.1007/978-981-96-9278-1_2. Full text in Research Archive
• Tavares, Vander (2025). Interrupting identity bundles, The Concise Routledge Encyclopaedia of New Concepts for Interculturality. Routledge. p. 106–108. Full text in Research Archive
• Tavares, Vander (2025). Conscientização, The Concise Routledge Encyclopaedia of New Concepts for Interculturality. Routledge. p. 29–31. Full text in Research Archive
• Tavares, Vander & Melo-Pfeifer, Sílvia (2025). Introduction: Mapping Out the Internationalization of Language Education from K12 to Higher Education and Beyond. In Tavares, Vander & Melo-Pfeifer, Sílvia (Ed.), The Palgrave Handbook of Internationalization of Language Education. Springer Nature Switzerland. ISSN 9783032008862. p. 1–16. doi: 10.1007/978-3-032-00887-9_1. Full text in Research Archive
• Benediktsson, Artëm Ingmar & Tavares, Vander (2025). Transnational Teachers as Agents of Internationalization: Confronting Native-Speakerism and Fostering Inclusion for Refugee Students. In Tavares, Vander & Melo-Pfeifer, Sílvia (Ed.), The Palgrave Handbook of Internationalization of Language Education. Springer Nature Switzerland. ISSN 9783032008862. p. 325–342. doi: 10.1007/978-3-032-00887-9_17. Full text in Research Archive Show summary

  The internationalization of education tends to be associated with the integration of international perspectives, experiences, and opportunities into the education system. In the context of additional language (L2) education, internationalization through integration contributes to pluralizing and diversifying instruction in order to not only enhance teachers’ and students’ experiences but also potentially confront ideologies that operate in L2 education at a structural level. To this end, transnational language teachers play an important role in the process of internationalization as transnational lived experience is recognized as pedagogy. Through group interviews, this chapter examines the experiences of Ukrainian students of a refugee background learning Icelandic in Iceland. Our analysis illustrates ways in which learning from local and transnational teachers differed in relation to realizing some of the goals of (critical) internationalization and language education. When learning from transnational teachers, the refugee students felt a much greater sense of social inclusion based on the shared lived experience of movement. Additionally, the students experienced better language learning due to the epistemological connections fostered by the transnational teachers’ plurilingualism. Drawing on the students’ criticism of native speakerism and preference for plurilingualism, this chapter offers insight into the importance of transnational language teachers in internationalized L2 education.

• Ree-Skrefsrud, Kjersti & Tavares, Vander (2025). Newly Arrived Students’ Epistemic Participation and Agency in a Norwegian Language Elementary-Level Reception Class Through an Internationalized Pedagogy. In Tavares, Vander & Melo-Pfeifer, Sílvia (Ed.), The Palgrave Handbook of Internationalization of Language Education. Springer Nature Switzerland. ISSN 9783032008862. p. 409–426. Full text in Research Archive Show summary

  This chapter focuses on the affordances of an internationalized pedagogy for newly arrived students in a reception class in a Norwegian elementary school context. We explore the role internationalized pedagogical practices, such as the inclusion of students’ cultures and languages into instruction, play in visibilizing and activating students’ knowledges and experiences in their own learning. We employ a conceptual framework for epistemic participation and agency to examine the ways in which internationalized pedagogical practices can foster participation in learning. Our investigation is based on data from classroom observations, student-drawn maps, student-led walks, and interviews with teachers and students, which we approach through a qualitative analysis. Our findings illustrate that an internationalized pedagogy, when implemented in a safe learning environment where newly arrived students’ funds of knowledge are valued, can not only foster meaningful participation, but also lead to agency in language learning. Thus, this chapter argues that internationalization should be more formally recognized and implemented in language education, including in elementary school-level teaching and reception classes.

• Tavares, Vander (2025). Disembodied texts: the politics of embodiment, epistemic mimicry and artificial intelligence in multicultural, minoritized writing. Pedagogy, Culture & Society. ISSN 1468-1366. p. 1–20. doi: 10.1080/14681366.2025.2585887. Full text in Research Archive Show summary

  In this paper, I discuss the importance of the bodily experience andof the sociopolitical dimension of the embodied experience inwriting related to multicultural minorities. I problematise theplace of generative artificial intelligence (AI), particularly ChatGPT,in the production of texts that reflect political topics and experi-ences of multicultural, minoritized groups. In some such instances,writing is the process, product and reflection of lived experiences ofpolitical struggle and emotional pain. However, when text is pro-duced by AI to foreground these issues from a seemingly personalstance, it becomes depoliticised, disembodied, and artificial. Themain aim of this paper is to reflect on how educators can honourand safeguard the experiences of minoritized groups when gen-erative AI is increasingly used to write texts. A tentative taxonomyof writing that differentiates generative AI-based scaffolding fromsimulation of voice – which can lead to epistemic mimicry – isprovided

• Tavares, Vander & Benediktsson, Artem Ingmar (2025). Between asset and deficit, a proxy to race and existing in the other: pre-service teachers’ perspectives on diversity. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. p. 1–14. doi: 10.1080/01434632.2025.2564322. Full text in Research Archive Show summary

  ‘Diversity’ is a common word in the vocabulary of institutions of educationtoday. The word tends to be used as a broad term encompassing varioussocial and cultural aspects of one’s identity, such as language, religion,race, ethnicity, (dis)ability, sex, and gender, among others. Yet, inteacher education, diversity continues to be used as a label for theOther and for one-dimensional, discrete views of culture and language.One way to engage with diversity critically in teacher education is byemploying intersectionality as a framework, which contributes to amore nuanced and comprehensive understanding of diversity. In thisarticle, we draw on a thematic analysis of interviews with ten pre-service teachers to examine their perspectives on and experiences withdiversity in teacher education in Norway. Our analysis demonstratesthat understandings of diversity tend to evoke more surface-level, one-dimensional representations, stressing discrete identity elements andlacking an intersectional perspective. Furthermore, our analysisillustrates instances in which diversity is seen from a deficit perspectiveor a problem to be managed and neutralised. We conclude the articlewith a call for more critical engagements with diversity in teachereducation.

• Tavares, Vander (2025). A stranger in the room? Race, space, and legitimacy in the language classroom. International Journal of Educational Research Open. 9. doi: 10.1016/j.ijedro.2025.100523. Full text in Research Archive Show summary

  This article explores how race, space, and language intersect in Icelandic education through the experiences of a Black immigrant who teaches Icelandic in Iceland. Drawing on a semi-structured interview and grounded in critical race theory, raciolinguistics, and spatial theory, the article examines how classrooms in Iceland function as racialized spaces where Whiteness remains the unspoken norm. Findings reveal how Zack’s authority as a teacher is routinely questioned, how his linguistic fluency is overlooked, and how he engages in emotional and professional labor to assert legitimacy. These experiences are read through the lens of raciolinguistic ideologies, White spatiality, and the affective politics of recognition. The findings challenge Icelandic discourses of neutrality and homogeneity, showing that race is neither invisible nor irrelevant. The article contributes to calls for better engagement with race/racism in teacher education, and for recognizing the institutional and spatial dimensions of racial exclusion in language classrooms, particularly in Iceland.

• Tavares, Vander & Melo-Pfeifer, Sílvia (2025). Glocalized Tensions: Pre-service EFL Teachers Run into the Monolingual, Native-Speaker Ghost in Brazil. In Wright, Natalia (Eds.), Glocalising Approaches to Learning and Teaching English: Voices from Periphery. Springer. ISSN 9783031821387. p. 147–161. Full text in Research Archive
• Flauzino, Karina & Tavares, Vander (2025). The place of interculturality in Indigenous teacher education in Brazil, Researching Interculturality in Post-Colonial Contexts: Indigenous Perspectives and Beyond. Routledge. ISSN 9781032997933. p. 44–63. Full text in Research Archive
• Tavares, Vander & Melo-Pfeifer, Sílvia (2025). Vulnerability to raciolinguistic ideologies within the language teaching profession: From prejudice to discrimination. In Setter, Jane; Dovchin, Sender & Ramjattan, Vijay A. (Ed.), The Oxford Handbook of Language and Prejudice. Oxford University Press. ISSN 9780192869203. p. 718–740. Full text in Research Archive
• Tavares, Vander & Benediktsson, Artem Ingmar (2025). Navigating the everydayness of raciolinguistic ideologies as a minoritized language teacher. Linguistics and Education. ISSN 0898-5898. 89, p. 1–8. Full text in Research Archive Show summary

  Minoritized language teachers are known to face challenges in relation to their social identities from studying to become a language teacher to entering and remaining in the profession. Thus, a focus on minoritized teachers’ experiences is necessary to help teacher educators and scholars identify emergent and persistent issues, and in doing so, move towards reforming teacher education and teaching as a profession. In this paper, we explore the experiences of a minoritized, transnational teacher of Icelandic as a second language from a perspective of raciolinguistics, which expands our conceptual tools to better understand how race and language intersect and manifest in minoritized teachers’ personal and professional lives. There is a lack of research relating to these concerns in Iceland. We draw on discourse analysis to make sense of the teacher’s experiences and find that raciolinguistic ideologies permeate the teacher’s everyday experiences through subtle and explicit discrimination, despite the liberal orientation of Iceland. An analysis of the experiences also reveals moments of resistance, although raciolinguistic ideologies end up maintaining a strong sense of vulnerability for the teacher.

• Tavares, Vander (2025). Introduction: Social Justice in L2 Education Through Pedagogies of Multiliteracies. In Tavares, Vander (Eds.), Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity. Routledge. ISSN 9781032567891. p. 18–40. Full text in Research Archive
• Tavares, Vander (2025). Becoming Critically Literate about the Other(ed): Proposing Disruptions and Innovations to a Portuguese as a Foreign Language Course. In Tavares, Vander (Eds.), Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity. Routledge. ISSN 9781032567891. p. 183–200. doi: 10.4324/9781003438847-15. Full text in Research Archive
• Tavares, Vander (2025). International Students and Neoliberal English-Medium Higher Education: Contextualizing the Impact of Race and Language Ideologies. In Wei, Weixiao & Chao, Der-lin (Ed.), The Routledge Handbook of the Sociopolitical Context of Language Learning. Routledge. ISSN 9781032503615. p. 320–335. Full text in Research Archive
• Tavares, Vander (2025). Navigating Ideologically Conflicting Spaces: Strengthening English Language Teacher Identity Through Critical Literacies. In Nazari, Nima A. (Eds.), Empowering the English Language Teacher in a Multipolar Environment. Springer. ISSN 9789819648382. p. 151–169. Full text in Research Archive
• Beiler, Ingrid M. Rodrick & Tavares, Vander (2025). Engagements with Internationalization in Norwegian TESOL Education: Reproducing or Confronting Ideologies? Internationalization of TESOL Teacher Education: Global and Critical Perspectives. Multilingual Matters. ISSN 9781800418929. p. 29–45. Full text in Research Archive
• Tavares, Vander & Benediktsson, Artem Ingmar (2025). Is diversity intersectional? Student teachers’ perspectives of learning in Norwegian teacher education. In Tavares, Vander (Eds.), Intersectional Perspectives on Equality and Social Justice in Norwegian Higher Education. Routledge. ISSN 9781032853710. p. 119–137. doi: 10.4324/9781003528647-10. Full text in Research Archive
• Tavares, Vander (2025). Toward an intersectional engagement with plurality, equality, and social justice in Norwegian higher education. In Tavares, Vander (Eds.), Intersectional Perspectives on Equality and Social Justice in Norwegian Higher Education. Routledge. ISSN 9781032853710. p. 1–18. doi: 10.4324/9781003528647-1. Full text in Research Archive
• Tavares, Vander (2024). Seeing the Unseen: Representations of Being and Feeling in Plurilingual International Students' Adjustment Experiences. In Kalaja, Paula & Melo-Pfeifer, Silvia (Ed.), Visualising Language Students and Teachers as Multilinguals: Advancing Social Justice in Education. Multilingual Matters. ISSN 9781800416505. p. 156–176. Full text in Research Archive
• Tavares, Vander (2024). Pushed to the Periphery: Understanding the Multiple Forms of Exclusion Experienced by International Students from Asia. In Kim, Ann; Buckner, Elizabeth & Montsion, Jean Michel (Ed.), International Students from Asia in Canadian Universities: Institutional Challenges at the Intersection of Internationalization, Racialization and Inclusion. Routledge. ISSN 9781032360065. p. 144–156. Full text in Research Archive
• Tavares, Vander (2024). Canadian Identity from a Multicultural Perspective: Foregrounding Immigrant and Indigenous Voices in an ESL Course. In Tavares, Vander & Jorge, Maria João Maciel (Ed.), Reconstructions of Canadian Identity: Towards Diversity and Inclusion. University of Manitoba Press (UMP). ISSN 9781772840698. p. 75–90. Full text in Research Archive
• Melo-Pfeifer, Silvia & Tavares, Vander (2024). Language teacher identity and education in the crossfire of evolving raciolinguistic and monolingual ideologies. In Melo-Pfeifer, Silvia & Tavares, Vander (Ed.), Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISSN 9781394154531. p. 1–19. Full text in Research Archive
• Melo-Pfeifer, Silvia & Tavares, Vander (2024). Future teachers of two languages in Germany: Self-reported professional knowledge and teaching anxieties. In Melo-Pfeifer, Silvia & Tavares, Vander (Ed.), Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISSN 9781394154531. p. 23–44. Full text in Research Archive
• Tavares, Vander (2024). Emotional geographies of teaching two languages: Power, agency, and identity. In Melo-Pfeifer, Silvia & Tavares, Vander (Ed.), Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISSN 9781394154531. p. 63–81. Full text in Research Archive
• Tavares, Vander (2024). Doing meshwork toward the intercultural: Reflections on teaching a course on multicultural Canada. In Dervin, Fred & R'boul, Hamza (Ed.), Un-writing Interculturality in Education and Research. Routledge. ISSN 9781032916439. p. 41–58. doi: 10.4324/9781003581017-3. Full text in Research Archive
• Tavares, Vander (2024). Online Instruction and International Students: More Challenges for a Vulnerable Population. In Wuetherick, Brad; Germain-Rutherford, Aline; Graham, David; Baker, Nick; Hornsby, David J. & Turner, Nancy K (Ed.), Online Learning, Open Education, and Equity in a Post-Pandemic World. Palgrave Macmillan. ISSN 9783031694486. p. 211–230. doi: 10.1007/978-3-031-69449-3_10. Full text in Research Archive
• Tavares, Vander (2024). Becoming by Overcoming: Literacy Development in EFL Preservice Teachers' Encounters with Language Ideologies in Brazil. In Veliz, Leonardo; Farias, Miguel & Picard, Michelle (Ed.), Reimagining Literacies Pedagogy in the Twenty-first Century: Theorizing and Enacting Multiple Literacies for English Language Learners. Bloomsbury Academic. ISSN 9781350413658. p. 117–135. Full text in Research Archive
• Tavares, Vander (2024). Empowering Language Learners in a Changing World Through Pedagogies of Multiliteracies. In Tavares, Vander (Eds.), Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies. Palgrave Macmillan. ISSN 9783031518881. p. 1–19. Full text in Research Archive
• Tavares, Vander (2024). Interweaving Freirean Perspectives with a Pedagogy of Multiliteracies: Convergencies, Divergencies, and Implications for L2 Education. In Tavares, Vander (Eds.), Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies. Palgrave Macmillan. ISSN 9783031518881. p. 41–59. Full text in Research Archive
• Benediktsson, Artem Ingmar & Tavares, Vander (2024). The social and linguistic integration experiences of Ukrainian refugees through community and urban education courses in Iceland. Social Sciences & Humanities Open (SSHO). 10. doi: 10.1016/j.ssaho.2024.101210. Full text in Research Archive Show summary

  This study explores Ukrainian refugees’ perspectives on and experiences with courses aimed at developing L2 skills and facilitating social integration in Iceland. The theoretical framework draws on tenets of experiential education which emphasise learning through direct experience, active engagement, and reflection. The data originates from group interviews with seven Ukrainian refugees and individual interviews with two teachers of the courses. The findings illustrate a positive interplay between experiential learning, L2 development, and social integration. The refugee students experienced the courses as meaningful, engaging, and creative forms of learning, which contributed significantly to their development of cultural, social, and linguistic knowledge.

• Iversen, Jonas Yassin & Tavares, Vander (2024). Kritiske perspektiver på andrespråksopplæring, rase og utdanning: Forskningstrender og nordiske responser. Nordand – Nordisk tidsskrift for andrespråksforskning. ISSN 0809-9227. 19(1), p. 57–71. doi: 10.18261/nordand.19.1.5. Full text in Research Archive Show summary

  I denne artikkelen introduserer vi temaserien Kritiske perspektiver på andrespråksopplæring, rase og utdanning i Norden. Dette gjør vi gjennom en presentasjon av trender i nyere kritisk andrespråksforskning omkring dekolonialitet og rasiolingvistikk og en systematisk undersøkelse av kritiske perspektiver i studier publisert i Nordand og NOA i perioden 2019–2023. Videre blir eksempler på kritisk andrespråksforskning hvor rasiolingvistiske og dekoloniale perspektiver er anvendt i analysen av ulike andrespråkskontekster i Norden, presentert og drøftet. Gjennom å betrakte andrespråksforskning publisert i Nordand og NOA i lys av disse forskningstrendene drøfter vi potensialet for å styrke rasiolingvistiske og dekoloniale perspektiver i andrespråksforskningen i Norden. Målet med temaserien er å oppmuntre forskere i Norden til å utforske diskriminering og rasialisering i andrespråksopplæring spesielt og i utdanning generelt i høyere grad enn det som hittil har vært tilfellet.

• Tavares, Vander & Benediktsson, Artëm Ingmar (2024). Ukrainian refugees learning Icelandic through drama plays: A multiliteracies perspective. In Tavares, Vander (Eds.), Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies. Palgrave Macmillan. ISSN 9783031518881. p. 251–269. doi: 10.1007/978-3-031-51889-8_13. Full text in Research Archive Show summary

  This chapter foregrounds the voices of two adult Ukrainian refugees learning Icelandic in Reykjavík. Research examining L2 learning by refugees has grown extensively considering the political instability of and between many nations today. However, this research tends to reflect traditional instructional settings, and more recently, the use of technology-based language learning tools. This chapter adds to the literature and scholarship from an educational perspective which deserves further attention: L2 learning through drama. More precisely, this chapter offers insight into the experiences of an underrepresented group (i.e., Ukrainian refugees) learning Icelandic, a less common language in the global landscape of L2 education research. The investigation presented in this chapter is also unique in that the drama-based L2 learning in focus is led by Polina, a Ukranian actor and theater instructor herself, rather than a local language teacher. The guiding questions for this investigation are: In what ways have drama plays contributed to refugees’ literacy development in Icelandic? How has engaging in drama plays contributed to refugees’ sense of well-being? The chapter concludes with recommendations for L2 research and practice.

• Tavares, Vander & Benediktsson, Artëm Ingmar (2024). But life goes on: Drama classes, Ukrainian refugees, and Icelandic language learning. Literacy. ISSN 1741-4350. 58(2), p. 240–249. doi: 10.1111/lit.12366. Full text in Research Archive Show summary

  This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama classes in relation to their literacy development in Icelandic as an L2? What role might engaging in drama classes have when it comes to learners' sense of well-being? We employ a multiliteracies perspective, which has pluralised the traditional view of literacy and offered new insight into literacy teaching and learning by integrating multimodal, multi-sensorial, and critical practices into literacy education. The findings originate from a qualitative, interview-based study with five Ukrainian learners of a refugee background in Iceland. Findings suggest that learning Icelandic through drama afforded the learners an opportunity to learn Icelandic in creative, engaging, and meaningful ways. Furthermore, learning Icelandic through drama supported the enactment and development of essential capacities for personal and professional growth, such as open-mindedness, tolerance, respect, and collaboration. Many of the learners felt positively challenged to try out something new. This paper concludes with a discussion on the importance of critical, experiential L2 education that acknowledges learners' diverse lived experiences.

• Benediktsson, Artëm Ingmar & Tavares, Vander (2024). Family-school cooperation in multicultural schools: A missing piece in teacher education in Norway. Pedagogy, Culture & Society. ISSN 1468-1366. p. 1–16. doi: 10.1080/14681366.2024.2356595. Full text in Research Archive Show summary

  Teacher education must remain responsive to social and cultural changes in order to empower teachers to better understand, support, and collaborate with families with transnational backgrounds. Current research demonstrates that the needs and concerns of transnational parents in relation to the educational experiences of their children can be unmet or misunderstood by teachers in monolingual and monocultural contexts. In Norway, further research is needed to more critically understand how teachers are being prepared through teacher education programmes to cooperate with families of a transnational background, who continue to increase in numbers in most areas of the country. Based on a critical multicultural perspective, this study examined the experiences and perspectives of twelve student teachers from four teacher education programmes in Norway concerning family-school cooperation. Findings illustrate that a component focused on this topic is largely missing from teacher education curricula and that student teachers need more and better support through theory and practice on how to initiate, facilitate, and build on family-school cooperation with parents with transnational backgrounds. Without such a component, future teachers may miss out on opportunities to support families with transnational backgrounds and to counter deficit-oriented perspectives on diversity.

• Melo-Pfeifer, Sílvia & Tavares, Vander (2024). An inconvenient truth: When ideologies of multilingualism lead to auto-inflicted epistemic exclusion by multilingual students in higher education. International Journal of Applied Linguistics. ISSN 0802-6106. p. 1–18. doi: 10.1111/ijal.12634. Full text in Research Archive Show summary

  In this article, we juxtapose two international contexts of higher education to critically examine both the situated complexity of (restrictive) ideologies of multilingualism and the ways such ideologies inform multilingual students’ choices of language use that contribute to their own epistemic exclusion in Canada and Germany. A content analysis of data from interviews and written reflections on language choice illustrates that the ideologies of (1) devaluation of partial repertoires, (2) maximalist view of language competences, (3) neoliberal multilingualism, and (4) native-speakerism-in-multilingualism are enacted and reproduced by students themselves in both contexts, leading to auto-inflicted epistemic exclusion. The findings reveal not only the pervasiveness of monolingualism within multilingualism and higher education, but also the hierarchization of languages and their (imagined) speakers, from which we conclude that not all forms of individual multilingualism are valued, despite increasing celebration of diversity in global higher education

• Tavares, Vander & Somby, Hege Merete (2024). Virtual Reality Technology in Norwegian Teacher Education: Creating an Innovative Experience or Another Academic Elite? In Bowdon, Melody; Yee, Kevin & Dorner, William (Ed.), Ethical Considerations of Virtual Reality in the College Classroom: Cross-Disciplinary Case Studies of Immersive Technology Implementation. Routledge. ISSN 9781032359915. p. 70–82. doi: 10.4324/9781003329718-6. Full text in Research Archive
• Tavares, Vander (2023). Take It or Leave It: The Employment-Related Experiences of an International Student Prior to Academic Studies. In Singh, Jasvir; Raby, Rosalind & Bista, Krishna (Ed.), International Student Employability: Narratives of Strengths, Challenges, and Strategies about Global South Students. Springer Nature. ISSN 9783031332531. p. 159–171. Full text in Research Archive Show summary

  Research in Canada has focused on international students’ experiences of employment following graduation from an academic program. This chapter, examines the experiences of a multilingual international student from Brazil prior to the beginning of her academic studies at a Canadian university. Based on a narrative inquiry approach, this chapter brings to light the challenges the student encountered in the following domains: inferiorization on the basis of language proficiency, lack of Canadian-based work experience and of a professional network, and lastly, marginalization based on her foreignized status, which led to feelings of exploitation and voicelessness. By discussing the student’s experiences, this chapter foregrounds the potential needs of multilingual international students from the Global South with respect to employment-related experiences specifically before commencing their studies in Canada and in similar contexts.

• Tavares, Vander (2023). A Century of Paulo Freire: Problem-Solving Education, Conscientização, Dialogue, and TESL from a Freirean Perspective. In Tavares, Vander (Eds.), Social Justice, Decoloniality, and Southern Epistemologies within Language Education: Theories, Knowledges, and Practices on TESOL from Brazil. Routledge. ISSN 9781032365008. p. 145–162. doi: 10.4324/9781003332336-13. Full text in Research Archive
• Tavares, Vander (2023). Experiencing deficit: Multilingual international undergraduate students talk identity. McGill Journal of Education (MJE). ISSN 0024-9033. p. 1–21. Full text in Research Archive Show summary

  This article explores the identity-related experiences of three multilingual international students at a university in Canada. Multilingual international students who speak English as an additional language (EAL) are traditionally referred to as English as a second language (ESL) students. This ESL identity category can negatively impact the social, psychological, and academic experiences of multilingual EAL international students. The three students’ experiences were accessed through in-depth interviews, and insights from post-structuralist theory on identity were drawn on to contextualize them. The findings illustrate that the students experienced a strong sense of deficit on the basis of their positions as ESL students, non-native speakers, and international students. This deficit manifested in experiences of inferiority, otherness, and marginalization

• Tavares, Vander (2023). Teaching in Diverse Lower and Upper Secondary Schools in Norway: The Missing Links in Student Teachers’ Experiences. Education Sciences. 13(4), p. 1–12. doi: 10.3390/educsci13040420. Full text in Research Archive Show summary

  Teacher education programs must be able to prepare student teachers to work effectively with heterogeneous groups of students in ways that support the learning of all students and affirm their identities within growing neoliberal and neoconservative discourses. In Norway, classroom composition has also become more diverse, primarily due to a higher number of students of a transnational background. This paper explores student teachers’ experiences of preparation for the changing nature of the teaching profession that is informed by increased student diversity. A case study with four student teachers from a teacher education program at a Norwegian institution of higher education is employed to gain rich insight into the students’ perceptions and experiences. The findings illustrate a need for better preparation on the part of the program in relation to teaching content and methods, the practicum experience, and intercultural training from a pedagogical perspective

• Tavares, Vander & Orlando, Isabela Ramalho (2023). Developing Critical Awareness of Indigenous Languages and Cultures of Brazil in EFL Education: Children’s Literature as an Entryway. In Tavares, Vander (Eds.), Social Justice, Decoloniality, and Southern Epistemologies within Language Education: Theories, Knowledges, and Practices on TESOL from Brazil. Routledge. ISSN 9781032365008. p. 35–52. doi: 10.4324/9781003332336-4. Full text in Research Archive
• Nascimento, Andiara & Tavares, Vander (2023). African and Afro-Brazilian Cultural Themes as Possible Paths Towards Decolonizing English as a Foreign Language Education. In Tavares, Vander (Eds.), Social Justice, Decoloniality, and Southern Epistemologies within Language Education: Theories, Knowledges, and Practices on TESOL from Brazil. Routledge. ISSN 9781032365008. p. 207–226. doi: 10.4324/9781003332336-17. Full text in Research Archive
• Skrefsrud, Thor Andre & Tavares, Vander (2023). Reconceptualizing non-confessional religious education in Norway from a Freirean perspective. In Tavares, Vander & Skrefsrud, Thor Andre (Ed.), Critical and Creative Engagements with Diversity in Nordic Education. Lexington Books. ISSN 9781666925852. p. 173–186. Full text in Research Archive Show summary

  Teacher education in the Nordic European context continues to change rapidly in response to diversity. However, this context tends to receive less attention globally, despite being a part of the interconnected effort to prepare teachers and students for an increasingly complex and uncertain future. Against this backdrop, this volume presents timely research that identifies and critically explores some of the challenges and opportunities which researchers, educators, and teacher educators may encounter while working in culturally and linguistically diverse contexts of education in Nordic Europe. In doing so, this volume aims to contribute to the broader conversations about diversity and education on an international level, particularly those focused on how to improve and enhance teacher education through more inclusive, responsive, and social justice-oriented practices. Critical and Creative Engagements with Diversity in Nordic Education offers empirical, conceptual, and theoretical contributions on topics such as religion, gender and sex, language, culture, nationality, race, and ethnicity that reflect the experiences, concerns, and needs of both teachers and students from primary to higher and teacher education. By recognizing, promoting, and understanding the importance of diversity in the classroom, educators can contribute to the achievement of academic success of every student

• Tavares, Vander & Skrefsrud, Thor Andre (2023). Experiential education, museums, and student teachers’ intercultural learning: Reflections on the Scandinavian Romani exhibition. In Tavares, Vander & Skrefsrud, Thor Andre (Ed.), Critical and Creative Engagements with Diversity in Nordic Education. Lexington Books. ISSN 9781666925852. p. 45–65. Full text in Research Archive Show summary

  Teacher education in the Nordic European context continues to change rapidly in response to diversity. However, this context tends to receive less attention globally, despite being a part of the interconnected effort to prepare teachers and students for an increasingly complex and uncertain future. Against this backdrop, this volume presents timely research that identifies and critically explores some of the challenges and opportunities which researchers, educators, and teacher educators may encounter while working in culturally and linguistically diverse contexts of education in Nordic Europe. In doing so, this volume aims to contribute to the broader conversations about diversity and education on an international level, particularly those focused on how to improve and enhance teacher education through more inclusive, responsive, and social justice-oriented practices. Critical and Creative Engagements with Diversity in Nordic Education offers empirical, conceptual, and theoretical contributions on topics such as religion, gender and sex, language, culture, nationality, race, and ethnicity that reflect the experiences, concerns, and needs of both teachers and students from primary to higher and teacher education. By recognizing, promoting, and understanding the importance of diversity in the classroom, educators can contribute to the achievement of academic success of every student

• Dodman, Maria João; Cardoso, Inês & Tavares, Vander (2022). Communicating and Understanding the Other through Experiential Education: Portuguese Language and Culture in Toronto. In Carra-Salsberg, Fernanda; Figueredo, Maria & Mihyon, Jeon (Ed.), Curriculum Design and Praxis in Language Teaching: A Globally Informed Approach. De Gruyter Mouton. ISSN 9781487528911. doi: 10.3138/9781487528928-015. Full text in Research Archive
• Tavares, Vander Junior (2022). Neoliberalism, native-speakerism and the displacement of international students’ languages and cultures. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. p. 1–14. doi: 10.1080/01434632.2022.2084547. Full text in Research Archive Show summary

  With the number of international students growing rapidly within (international) higher education, more attention has been focused on the need to consider international students’ experiences, particularly those from the global south, from more critical, ethical and qualitative perspectives. This paper examines how the lived experiences of three multilingual international students at a Canadian university were impacted by ideologies stemming from neoliberalism and native-speakerism within higher education. Through in-depth interviews with each student, the findings point to complex ways in which such ideologies gradually worked to displace the students’ languages and cultures through processes of othering and inferiorisation. More specifically, the combined sociocultural and material impact of neoliberalism and native-speakerism resulted in the students appearing to reject participation in and affiliation to their cultural groups, repositioning their languages as deterrents to the development of their English language proficiencies, and adopting behaviours that could linguistically and socially approximate them to an imagined native speaker of ‘standard’ English, including attending speech therapy. The conclusion critically discusses the importance of reform in higher education with respect to language, diversity and social justice.

• Tavares, Vander Junior (2022). Exploring the Impact of Notions of Success based on Native-Speakerism, Individualism and Neoliberalism on ESL Students’ Identities. In Daghigh, Ali Jalalian; Jan, Jariah Mohd & Kaur, Sheena (Ed.), Neoliberalization of English Language Policy in the Global South. Springer. ISSN 9783030923525. p. 153–172. Full text in Research Archive
• Tavares, Vander Junior (2022). Teaching two languages: navigating dual identity experiences. Pedagogies: An International Journal. ISSN 1554-480X. p. 1–22. doi: 10.1080/1554480X.2022.2065996. Full text in Research Archive Show summary

  Research on language teacher identity has grown exponentially over the last two decades. By researching language teacher identity, we develop a better understanding of how sociological issues generally impact teachers’ lives. For non-native language teachers, in particular, challenges tend to originate from language ideologies around monolingualism as well as native-speakerism and affect teachers’ identities in terms of legitimacy and acceptance. However, our existing knowledge has focused on the experiences of teachers teaching one language and reflected primarily the experiences of teachers teaching English as a second or foreign language. In this paper, I employ autoethnography as a method to explore my own identity-related experiences as a teacher of two languages: English and Portuguese. Two concerns guided my inquiry: first, what kinds of experiences – e.g. challenges, conflicts, discoveries – emerge within each teaching context, and second, how teachers navigate their dual identity-related experiences – in other words, how they make sense of such experiences. In describing my experiences, I highlight the negative impact of cultural stereotypes and linguistic purism on one hand, while on the other, the positive impact of teaching in a multicultural setting to my personal and professional identities.

• Cardoso, Inês; Tavares, Vander & Graça, Luciana (2022). Língua portuguesa no Canadá: Das dinâmicas comunitárias às experiências identitárias (The Portuguese language in Canada: From community dynamics to identity experiences). In Olmo, Francisco; Melo-Pfeifer, Silvia & Souza, Sweder (Ed.), Português Língua Não Materna: Contextos, Estatutos e Práticas de Ensino numa Visão Crítica. U Porto Press. ISSN 9789897463327. Full text in Research Archive
• Tavares, Vander (2022). "Lock us in a room together:” Local students’ suggestions for improving socialization with international students. Journal of Comparative & International Higher Education (JCIHE). ISSN 2151-0393. 14(2), p. 22–36. doi: 10.32674/jcihe.v14i4.4280. Full text in Research Archive Show summary

  In Canada, research has examined international-local student interaction by focusing on international students’ perceptions and experiences. As such, the perspectives of local students toward socialization with international students remain less explored. Designed as a survey-based case study with 17 local students at a university in Ontario, this study sought to understand the perspectives of local students on how to improve socialization between the two groups. Additionally, this study investigated how local students conceptualized their experiences of multiculturalism and multilingualism at their university, considering the importance of diversity for the development of intercultural knowledge and intercultural relationships. Findings suggest that local students considered their university to be multicultural/multilingual primarily based on the availability of cultural events and different languages being spoken on campus. Additionally, local students ascribed much importance to socialization with international students, but expected the university to assume a more formal role in developing structured opportunities for the two groups to come together

• Tavares, Vander (2022). Multilingual international students’ perceptions of support services from an identity perspective. In Mohamad, Mutiara & Boyd, J. (Ed.), International Student Support and Engagement in Higher Education: Exploring Innovative Practices in Campus, Academic and Professional Support Services. Routledge. ISSN 9781032342801. doi: 10.4324/9781003321330. Full text in Research Archive Show summary

  This chapter reports on four multilingual international students’ evolving interactions with support services in the form of academic writing support at a university in Canada as the students worked to progressively construct and enact their real and hoped-for identities. Little has been discussed about the experiences of multilingual international students with support services from an identity perspective. By drawing on interviews and a critical approach to identity, this chapter seeks to demonstrate that, while support services tend to approach multilingual international students on the basis of skills needed for socio-academic success, the students’ engagement with writing support services was also relational to the potential and perceived contribution of support services to the construction of their multiple identities, which were sometimes invisible behind the institutional labels of “international” or “ESL” students. This chapter concludes by arguing that identity, to varying degrees, is always a part of international students’ engagement with support services.

• Tavares, Vander (2022). Worlds apart: Representing multilingual international students’ experiences of sociocultural adjustment through pictures. Apples - Journal of Applied Language Studies. Full text in Research Archive Show summary

  This paper explores the experiences of sociocultural adjustment of four multilingual international students who speak English as an additional language (EAL) at a Canadian university. International students have been associated with negative images of failure and disruption to higher education on the basis of the hierarchy of cultures that privileges local and western knowledge. Multilingual EAL international students in particular have been broadly characterised as deficient speakers of Englishconsidering their non-native proficiency. From this point of view, multilingual international students tend to experience a kind of double deficit as they are compared to both local and native-speaker students. By employing interviews and photographs, this paper seeks to understand and represent the experiences of sociocultural adjustment of the four students and provides an emic, balanced account of each student’s journey which also takes into account the ways in which the students exercised agency. Findings demonstrate the complexity of the international student experience and the importance of meaningful social interaction for multilingual international students to feel included in their communities. Photographs depict experiences from the students’ perspectives which the students considered representative of positive sociocultural adjustment, but also of challenges in the same domain. This paper concludeswith insights related to improving the sociocultural adjustment experiences of multilingual international students.

View all works in NVA

• Tavares, Vander & Melo-Pfeifer, Sílvia (2026). Language Education and Learners of a Refugee Background. Springer. ISBN 9783032169464. doi: 10.1007/978-3-032-16947-1. Full text in Research Archive
• Tavares, Vander (2026). Critical Perspectives on Diversity in English Language Education. Springer Nature. ISBN 9783032114297. doi: 10.1007/978-3-032-11430-3. Full text in Research Archive
• Tavares, Vander & Melo-Pfeifer, Sílvia (2026). The Routledge Handbook of Language Teacher Identity. Routledge. ISBN 9781032800950. 604 p. doi: 10.4324/9781003495390. Full text in Research Archive Show summary

  The Routledge Handbook of Language Teacher Identity is the first comprehensive, systematic survey of the field. It offers a broad, cutting-edge, and authoritative overview of language teacher identity, highlighting its growing complexity and global relevance. This Handbook is organized into six interconnected, sequential parts: theoretical perspectives, analytical and methodological approaches, development and ideologies, innovations, professional development, and specific language teaching contexts. Contributors engage with perspectives and possibilities on an international scale, addressing issues of racism, sexism, ethnocentrism, linguicism, accentism, native-speakerism, neo-nationalism, neoliberalism, and (dis)ability, exploring how these intersect with language teachers’ professionalization, sense of belonging, authenticity, and legitimacy. Written in accessible language, thirty-four carefully curated chapters identify the major trends and developments in the field, including translanguaging, digital language teaching, study-abroad, and leadership. The volume also amplifies voices from systematically underrepresented groups, such as teachers of multiple languages and Indigenous language teachers. This reliable source is of specialised interest for language teachers, teacher educators, students and researchers in the fields of language education and applied linguistics. It supports both academic research and policy development.

• Tavares, Vander (2026). Global South-North Dichotomies in Higher Education Critical Dialogue, Reflection and Collaboration. Routledge. ISBN 9781032879444. 228 p. Full text in Research Archive
• Tavares, Vander & Melo-Pfeifer, Sílvia (2025). The Palgrave Handbook of Internationalization of Language Education. Springer Nature Switzerland. ISBN 9783032008862. 670 p. doi: 10.1007/978-3-032-00887-9. Full text in Research Archive
• Tavares, Vander (2025). Intersectional Perspectives on Equality and Social Justice in Norwegian Higher Education. Routledge. ISBN 9781032853710. 300 p. Full text in Research Archive
• Tavares, Vander (2025). Researching Interculturality in Post-Colonial Contexts: Indigenous Perspectives and Beyond. Routledge. ISBN 9781032997933. Full text in Research Archive
• Tavares, Vander (2025). Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity. Routledge. ISBN 9781032567891. 237 p. Full text in Research Archive
• Tavares, Vander (2025). Internationalization of TESOL Teacher Education: Global and Critical Perspectives. Multilingual Matters. ISBN 9781800418929. Full text in Research Archive
• Tavares, Vander & Jorge, Maria João Maciel (2024). Reconstructions of Canadian Identity: Towards Diversity and Inclusion. University of Manitoba Press (UMP). ISBN 9781772840698. 336 p. Full text in Research Archive
• Melo-Pfeifer, Silvia & Tavares, Vander (2024). Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISBN 9781394154531. 288 p. Full text in Research Archive
• Tavares, Vander (2024). Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies. Palgrave Macmillan. ISBN 9783031518881. 275 p. Full text in Research Archive
• Tavares, Vander (2023). Social Justice, Decoloniality, and Southern Epistemologies within Language Education: Theories, Knowledges, and Practices on TESOL from Brazil. Routledge. ISBN 9781032365008. 252 p. Full text in Research Archive
• Tavares, Vander & Skrefsrud, Thor Andre (2023). Critical and Creative Engagements with Diversity in Nordic Education. Lexington Books. ISBN 9781666925852. 367 p. Full text in Research Archive Show summary

  Teacher education in the Nordic European context continues to change rapidly in response to diversity. However, this context tends to receive less attention globally, despite being a part of the interconnected effort to prepare teachers and students for an increasingly complex and uncertain future. Against this backdrop, this volume presents timely research that identifies and critically explores some of the challenges and opportunities which researchers, educators, and teacher educators may encounter while working in culturally and linguistically diverse contexts of education in Nordic Europe. In doing so, this volume aims to contribute to the broader conversations about diversity and education on an international level, particularly those focused on how to improve and enhance teacher education through more inclusive, responsive, and social justice-oriented practices. Critical and Creative Engagements with Diversity in Nordic Education offers empirical, conceptual, and theoretical contributions on topics such as religion, gender and sex, language, culture, nationality, race, and ethnicity that reflect the experiences, concerns, and needs of both teachers and students from primary to higher and teacher education. By recognizing, promoting, and understanding the importance of diversity in the classroom, educators can contribute to the achievement of academic success of every student

View all works in NVA

• Nouri, Shahrzad & Tavares, Vander (2026). Exploring racializing assemblages in multilingual basic adult education in Norway through affects and emotions. Full text in Research Archive Show summary

  In this paper, we explore processes of racialization through the lens of affects and emotions in the multicultural and multilingual context of basic adult education in Norway. Observations, interviews, and field notes from fieldwork conducted at two adult education centers form the empirical basis of the chapter. Utilizing a rhizomatic and Deleuze–Guattarian approach, we explore how racialized(-ing) emotions are entangled and produced with(in) assemblages within and outside the adult education centers. Theorizing processes of racialization as (also) situated events enables us to explore how racialization and racialized emotions are produced within specific affective encounters where the constellations of place, discourse, objects, and bodies come to matter. The transition from viewing racism as a concept that can be defined independently of its context to understanding racialization as occurring within specific and situated (affective) events opens the door to also examining and revealing the evolving ways racialization occurs in educational settings. The study indicated how affective processes of racialization tend to go unnoticed and since they are unarticulated, they are also effective in reproducing racialization and segmented views of the other. Racializing affects contributes to racializing the space of adult education but also affects how teachers may respond emotionally to racialization in affective encounters where race comes to matter. Emotions may, however, also a be site for rupture, awareness and possible change and action in adult education.

• Tavares, Vander & Iversen, Jonas Yassin (2026). Whose Language Counts? Beyond Neutrality from Raciolinguistic Ideologies to Decolonial Futures in Second Language Education. Full text in Research Archive Show summary

  This presentation takes up critical perspectives on language, race, and second language education by bringing decolonial (Pennycook & Makoni, 2019) and raciolinguistic frameworks (Rosa & Flores, 2017) into dialogue with mainstream second language research. Second language education is often framed as a neutral, technical enterprise concerned with how additional languages are acquired and assessed for social participation. Critical scholarship, however, has shown how language ideologies shape which languages, varieties, and speakers are valued (e.g., Kjelaas & van Ommeren, 2019) and how racialized learners’ and teachers’ linguistic repertoires are routinely devalued and policed (e.g., Dovchin & Dryden, 2022).Building on work in critical applied linguistics, we outline core insights from decolonial and raciolinguistic studies of language, highlighting how they expose the hierarchical ordering of languages, including the coupling of “native speaker” norms with Whiteness. We then map selected trends in second language research that have engaged these perspectives. The final part of the presentation reflects on how critical, decolonial, and raciolinguistic perspectives can more robustly inform second language research and language teacher education. We argue for approaches that foreground power, coloniality, and racialization in analyses of language policy and pedagogy; that treat learners’ multilingual practices as more than pedagogical “resources;” and that make space for research and theorizing produced from historically marginalized locations. The presentation invites participants to consider how expanding critical work on language and race can transform dominant understandings of second language education and contribute to more equitable linguistic and educational futures in the Nordic region and globally.

• Skrefsrud, Thor Andre & Tavares, Vander (2026). Preparing Teachers for Diversity in the Neoliberal and Neoconservative “North”: Undoing and Redoing Teacher Education. McGill Journal of Education (MJE). ISSN 0024-9033. Full text in Research Archive
• Tavares, Vander (2025). Introduction, Internationalization of TESOL Teacher Education: Global and Critical Perspectives. Multilingual Matters. ISSN 9781800418929. p. 1–14. doi: 10.21832/9781800418943-002. Full text in Research Archive
• Iversen, Jonas Yassin & Tavares, Vander (2025). Rasiolingvistiske og dekoloniale perspektiver i andrespråksforskningen i Norden. Full text in Research Archive
• Skrefsrud, Thor Andre; Kooij, Kristin Skinstad Van der & Tavares, Vander (2024). Museums as Alternative Learning Environments in Teacher Education. Full text in Research Archive
• Tavares, Vander (2023). A Research Agenda for Graduate Education. Canadian Journal of Education. ISSN 1918-5979. Full text in Research Archive
• Tavares, Vander (2023). Higher Education Internationalization and English Language Instruction: Intersectionality of Race and Language in Canadian Universities. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. Full text in Research Archive
• Skrefsrud, Thor Andre & Tavares, Vander (2023). Reflecting on the Potential of Experiential Education in a Museum to Enhance Student Teachers’ Intercultural Knowledge of Roma Peoples. Full text in Research Archive
• Skrefsrud, Thor Andre & Tavares, Vander (2023). Introduction: Education for diversity in the Nordic context. In Tavares, Vander & Skrefsrud, Thor Andre (Ed.), Critical and Creative Engagements with Diversity in Nordic Education. Lexington Books. ISSN 9781666925852. p. xiii–xxiii. Full text in Research Archive Show summary

  Teacher education in the Nordic European context continues to change rapidly in response to diversity. However, this context tends to receive less attention globally, despite being a part of the interconnected effort to prepare teachers and students for an increasingly complex and uncertain future. Against this backdrop, this volume presents timely research that identifies and critically explores some of the challenges and opportunities which researchers, educators, and teacher educators may encounter while working in culturally and linguistically diverse contexts of education in Nordic Europe. In doing so, this volume aims to contribute to the broader conversations about diversity and education on an international level, particularly those focused on how to improve and enhance teacher education through more inclusive, responsive, and social justice-oriented practices. Critical and Creative Engagements with Diversity in Nordic Education offers empirical, conceptual, and theoretical contributions on topics such as religion, gender and sex, language, culture, nationality, race, and ethnicity that reflect the experiences, concerns, and needs of both teachers and students from primary to higher and teacher education. By recognizing, promoting, and understanding the importance of diversity in the classroom, educators can contribute to the achievement of academic success of every student

• Parish, Karen; Silva, Ana Lucia Lennert Da & Tavares, Vander (2023). Inclusive Education and Special Needs Education in Norway: Possibilities and Challenges. Full text in Research Archive
• Silva, Ana Lucia Lennert Da; Tavares, Vander & Parish, Karen (2023). Inclusive Education and Special Needs Education in Norway: Between Policy and Practice. Full text in Research Archive
• Tavares, Vander; Parish, Karen & Silva, Ana Lucia Lennert Da (2023). Supporting Gifted Students in Norway​. Full text in Research Archive
• Buseth, Jill Tove; Greek, Martine; Skogvang, Bente Ovedie; Tavares, Vander & Kowasch, Matthias (2022). Indigenous people and the State: international perspectives on power struggles and relationships between Indigenous people and the State. Panel discussion. Full text in Research Archive
• Tavares, Vander (2022). Teacher identity construction in multicultural contexts. Full text in Research Archive
• Tavares, Vander (2022). International education and its relationship to EDI and indigenizing of higher education. Full text in Research Archive
• Tavares, Vander (2022). “Do we belong here?”—Exploring experiences of inclusion of multilingual international students in higher education. Full text in Research Archive
• Tavares, Vander (2022). Teaching international students in a difficult time: The importance of empathy. Canadian Journal for the Study of Adult Education. ISSN 1925-993X. Full text in Research Archive Show summary

  The coronavirus (COVID-19) pandemic has forced instructors and students to work together under constantly evolving circumstances. The abrupt transition to online education has contributed to making the educational experiences of instructors and students more emotionally complex and intense. Growing attention has been directed toward understanding the challenges international students face and their impact on the students’ learning experiences, considering the unprecedented difficulties the global pandemic has posed for international student mobility. In this context, instructors are in a unique position to support international students. One way to do so is by being (more) empathetic. Empathy is important because it not only helps us feel for and with the other, but also improves the academic outcomes of students. This paper discusses the importance of empathy in teaching international students by expanding on the concept of teacher empathy. This paper also critically examines the experiences of international students in higher education in several domains of lived experience, such as the linguistic, academic, social, cultural, and psychological. Other aspects of empathy presented are its contagious nature and the concept of radical empathy. This paper concludes by highlighting the practical application of empathy in light of international students’ experiences.

• Tavares, Vander (2022). From Macau to the United States and Canada: A transnational journey of longing for belonging. Comparative and International Education. ISSN 2369-2634. 51(1). doi: 10.5206/cieeci.v51i1.14195. Full text in Research Archive Show summary

  Framed as a narrative inquiry, this investigation focuses on the lived experiences of Seth, a 24-year-old international student from Macau at a university in Ontario prior to the pandemic. Semi-structured interviews were employed to explore the participant’s experiences of belonging and identity formation over the course of his transnational journey. Seth’s story highlights the importance of social interaction for the sociocultural adjustment and academic performance of international students. As universities in Canada prepare to welcome international students for face-to-face instruction in the fall of 2021, this investigation becomes a timely reminder of the importance of adequate socio-academic support for international students.

• Tavares, Vander (2022). Intercultural competence past, present and future. Journal of International Students. ISSN 2162-3104. Full text in Research Archive

View all works in NVA