A Boundary-Crossing Journey: From a Culturally and Linguistically Diverse (CALD) Student to a CALD Teacher, Then Becoming a CALD Researcher--An Autoethnography of an Australian Immigrant Teacher

Autor/inn/en	Jeffrey Shengjun Ji; Sun Yee Yip; Eisuke Saito; Maria Gindidis
Titel	A Boundary-Crossing Journey: From a Culturally and Linguistically Diverse (CALD) Student to a CALD Teacher, Then Becoming a CALD Researcher--An Autoethnography of an Australian Immigrant Teacher
Quelle	In: Australian Educational Researcher, 52 (2025) 5, S. 3485-3504Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jeffrey Shengjun Ji) ORCID (Sun Yee Yip) ORCID (Eisuke Saito) ORCID (Maria Gindidis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-025-00862-0
Schlagwörter	Forschungsbericht; Foreign Countries; Immigrants; English (Second Language); Second Language Instruction; Student Diversity; Diversity (Faculty); Educational Researchers; Language Teachers; Cultural Background; Language Usage; Cultural Pluralism; Professional Identity; Self Concept; Educational Experience; Cultural Influences; Teacher Characteristics; Inclusion; Career Development; Australia; China + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Language teacher; Sprachunterricht; Sprachgebrauch; Kulturpluralismus; Selbstkonzept; Bildungserfahrung; Cultural influence; Kultureinfluss; Inklusion; Berufsentwicklung; Australien
Abstract	This autoethnographic research article explores the author's journey from a student from a Culturally and Linguistically Diverse (CALD) background to a teacher from a CALD background and then a researcher from a CALD background. The autoethnography unfolds in three interconnected stages, analysed through the lens of Boundary Crossing Theory, which highlights the learning and identity formation that occur when individuals move across diverse educational and professional contexts. I focused on the motivations that led me to pursue teaching and later academic research, shaped by my upbringing in China, family values, and experiences in Australian education. The findings illuminate the complexity of individuals' transitions, offering critical insights into cultural identity, educational engagement, and the broader field of English as a Second Language (ESL) education. The study underscores the unique strengths that teachers from CALD backgrounds bring to classrooms and their potential to contribute to more inclusive and culturally responsive educational environments. Implications extend to teacher education programmes, curriculum development, and broader conversations around diversity and belonging in education. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/01