The Lost and Found Bookshop by Susan Wiggs

I’m pretty sure I haven’t ever read a Susan Wiggs novel before this one. I was pleasantly surprised. Of course, this novel had me at bookshop (as they all do!) and even though I’ve had an ARC of this book for months, I finally decided to finish it today, after stopping and starting a few times a few months ago. 

I’ll confess I was cruising along with my books, and suddenly this past week I hit a wall again. Just couldn’t get through anything. So I am glad I picked this back up again, because I hit that magical place in the book that had me focusing in and forgetting about anything for awhile. Even though I didn’t do anything for July 4th but stay home and cook out, I was still feeling a bit of a holiday hangover today. After watering my flowers outside and getting laundry started, I was happy to just stay inside and read. 

This novel really is a nod to booklovers everywhere. Natalie Harper grew up in a bookstore; her mother Blythe operates a family bookshop in a building that has been in the Harper family for 100 years-a coveted building in fashionable San Francisco. After a horrible tragedy, Natalie returns to San Francisco and the bookshop, to take stock of its future, and to take care of Grandy, her grandfather. He’d recently fallen and broken his hip and was now showing signs of early dementia. Natalie had been successful at a wine brokerage firm and while she didn’t love her job, she was good at it. But it wasn’t hard to leave and return, if only to help her Grandy take care of next steps. 

Those next steps aren’t as easy as Natalie expects, when she finds out her Grandy owns the building and the bookstore, and will not sell, even after Natalie realizes they are deep in debt and behind on taxes. What’s a bookstore manager to do, but try and build up the business with a huge author event that could help pay bills and give the store much needed advertising?

Natalie also meets Peach Gallagher, a local “hammer guy” who specializes in fixing old buildings. Her mother had arranged for Peach to fix a few things in the building, and Peach is one good looking man. He’s also a really decent man, with an adorable daughter who frequents the bookstore. His friendly and calm attitude helps Natalie as she struggles between grief, understanding her grandfather’s failing health, and the tough decisions she has to make. 

So we’ve got a few things running through this story: the struggle to save the bookstore, an ailing grandfather, a potential romance, and a story that’s been handed down over the generations about a treasure that’s hidden somewhere in the building, left by Grandy’s grandmother, who died in the 1906 San Francisco earthquake. Is it just a fanciful story, or is there treasure lurking somewhere-treasure that could save the business?

I read this novel pretty quickly, and enjoyed it very much. No surprises, just a gentle unfolding of the story. I loved all the book references, and the peeks into what it takes to run a bookstore. Definitely a good vacation book!

This book is out in the U.S. on July 7th in hardcover, ebook, and audio. 

Rating: 4/6 for an enjoyable novel about life when it makes a few sharp turns, the importance of family, and of course, the life changing magic of books. Some parts made me a little teary-eyed, so you may need a tissue! 



Snowpiercer – Film Review

South Korean science fiction film. Probably not a common export from the small country living in somewhat fear from their communist other half, but yet here it is.

Don’t let its origin scare you though, because although it is technically a foreign language film, roughly 80% of the dialogue is English, while the remainder is cleverly placed language barriers.

Staying clear of spoilers, Snowpiercer is essentially a post-apocalyptic story set in the future where a failed experiment to stop global warming has resulted in an ice age which nearly eradicates all life on the planet.

Our story centers on the last remnants of humanity, currently existing only within a train, which happens to be the namesake of the film. This train is fitted with a perpetual motion engine and has been running for seventeen years.

If this is new to you, it’s pretty self-explanatory, but it’s quite interesting and you can read more about it here: http://en.wikipedia.org/wiki/Perpetual-motion

(And if you’re Simpsons fans you may already be familiar with this: https://www.youtube.com/watch?v=pwXuVvqUz4g)

Now, this plot itself is already crazy interesting, however, what makes it such a fantastic watch is how the last of mankind developed this really dystopian living within this train. Several castes has sprung up, where the elites live at the front of the train, while the quality of living goes further and further down all the way to the tail of the train.

And our protagonists happen to be living at the back of this train, that is, until a revolt. A revolt where they fight their suppressors and make their way to the front of the train. As they have never left the tail of the train, watching them make their way through each section is almost like going through several Terry Gilliam movies. It’s really cool and bizarre to watch.

It features an excellent ensemble cast of very different actors, all bringing their A game. Chris Evans (Sunshine, Captain America) plays the lead and gives what is without a doubt his best performance. He is joined by Jamie Bell (Billy Elliot, Tintin), Tilda Swinton (We Need to Talk about Kevin, Narnia), Ewen Bremner (Trainspotting) as well as the amazing Ed Harris (The Truman Show, The Abyss) and John Hurt (The Elephant Man, 1984) who has been proclaimed, and rightly so, as one of the best actors of all time.

As I said, the film also features Korean dialogue, which comes in the form of another two actors who round out the cast. In fact, I realized after watching this that I had seen them both before, in the only previous film I had seen of the director. That was the 2006 monster movie The Host which became a big hit.

Within the train, tensions are through the roof, and outside the icy landscape create a beautiful image of wonderful desolation. While the climax is perhaps a bit lackluster, the ending can be conceived as quite brilliant as we realize that the human race might not be at the center of things.

Originally released in South Korea in late 2013, Snowpiercer was released in the US in summer 2014 to critical acclaim. If this sounds interesting at all, then it’s definitely worth checking out. It’s out on Blu-Ray and DVD, and will apparently be arriving on Netflix this November.

Keep in mind, Snowpiercer is rated R.

C+

Team USA Senior Men upset Kenya for World Cross Country Silver

Ben True (photo:Mike Scott/Milesplit)

The snow covered course had been trampled all day by the Juniors and Senior Womens races, but the Senior Men’s event would be the last chance for an American medal on the uneven grounds of Bydgoszcz, Poland, where the 40th IAAF World Cross Country Championships would take place.

The US Men would field a strong team, but one that would see Dathan Ritzenhein opt out due to his running of the NYC Half and both Matt Tegenkamp and Luke Puskedra having to bow out to injury. What could also be considered is Galen Rupp not participating due to his barnstorming indoor season.

The goal at this point had to be to get on the medal stand, but some breakout performances by multiple team members led to even more.

Ben True, hot off his USATF 15k Championship, would run the race of his life, and would finish a very strong sixth overall. He would also be the first non-African to cross the line. Chris Derrick would back up his strong win at the USA Cross Country Championships with a tenth place finish; one that would certainly fulfill his pre-race goal.

Beyond these two, things got interesting. Elliott Heath would finish 30th overall and hung there most of the race, but somehow, Team USA kept moving up the rungs each lap. They were fifth with three laps to go, then fourth with two laps to go, then third with one lap to go.

How did this happen?

Derrick, Mack, Vail, Strang, True, Heath
(photo:IAAF)

“Steady Eddies” Ryan Vail and Bobby Mack were slowing working their way through the pack and would finish 17th and 19th, respectively, to push Team USA past Kenya to second on the medal stand. A Silver medal; over Kenya!

Even James Strang, who was called in very recently, to replace the injured Tegenkamp, would run a very strong 37th, and finish ahead of Canada’s Cam Levins, to complete an all-around American fireworks show.

Ethiopia would take the win with 38 points, to USA’s 52 and Kenya’s 54.

Full results are here

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Review: Sothys Paris Hydra3HA Range

If your skin is in need of a hydration boost after this dry winter, you will love the new skincare line from Sothys Paris.

Sothys is an avant-garde beauty expert that produces products sold exclusively in beauty institutes and spas. This highly specialized brand has an extraordinary commitment to research and innovation, which is shown through its effective line of luxurious skin and body care.

The Hydra3HA Range uses hyaluronic acid and other quality ingredients to immediately restore moisture and protect the skin on a daily basis.

Hyaluronic acid is a substance that naturally occurs in the human body and helps cells retain moisture to preserve the health and radiance of our skin. However, it can decrease due to the natural aging process and exposure to pollutants and damaging elements such as UV rays. For this reason, adding hyaluronic acid to your beauty routine through skincare products infused with this hydrating ingredient is an effective way to add extra moisture and smooth out fine lines.

The Hydrating Youth Cream* and Hydrating Comfort Youth Cream* are moisturizers that can be used day and night to provide optimal moisture for youthful-looking skin. In addition to hyaluronic acid, these creams include 1055 Boletus Extract which is an exclusive, patented active ingredient from Sothys based on advanced research. It works in conjunction with hyaluronic acid to boost moisture flow and create a barrier that protects the skin from the elements. The creams also have a hydra-plumping complex for smooth skin.

The only difference between the two creams is the formula which is tailored for specific skin types. The Hydrating Youth Cream has a light, cream-gel texture that melts into the skin quickly. It is ideal for normal to combination skin. I like to use this cream during the day, and it may become my night cream during the summer months when my skin has more natural moisture. It keeps my skin looking fresh for hours and prevents dry patches around my nose. The Hydrating Comfort Youth Cream has a richer balm-like texture for normal to dry skin. I have been using it as a night cream and I always wake up with hydrated, plump skin. Both creams are non-greasy and have a light floral scent that is pleasant and non-irritating for my very sensitive skin.

Along with the youth creams, the Hydra3HA Range includes a Hydra-Smoothing Mask* that works to rejuvenate the skin with its combination of 1055 Boletus Extract and hyaluronic acid in free form. Sothys selected this form of hyaluronic acid for its surface protecting properties and water retaining action. I have been using this cream twice weekly after washing my face before bed. I apply a generous layer of the clear, gel formula and leave it on for about 15 minutes while I brush my teeth and choose my outfit for the next morning. When I rinse it off with water, my skin feels incredibly smooth, hydrated, soft, and refreshed. I really appreciate that it significantly improves my skin while remaining completely invisible and comfortable while I’m wearing it. I also have not detected a scent from it.

Overall, I am very impressed with the Hydra3HA Range and highly recommend it to anyone looking to incorporate hyaluronic acid into their skincare routine.

While Sothys products are a bit of a splurge, they are well-researched and created with care by experts in the field. They include innovative ingredient combinations that produce visible results. I have been using and repurchasing Sothys skincare products for the past few years and have never been disappointed. I consider them a worthwhile investment because they keep my skin at its best. In my experiences with the Hydra3HA Range, my skin looks and feels smoother, more hydrated, and more resilient to the winter elements. Also, the items contain a generous amount of product and a little goes a long way, so I only have to repurchase the ones that I use daily about twice per year.

For more information on Sothys Paris products, visit https://www.sothys.com/en. The Hydrating Youth CreamHydrating Comfort Youth CreamHydra-Smoothing Mask, and other makeup and skincare products are available at institutes and spas. You can call 1-800-361-3004 to find them in your vicinity.

Have you tried skincare with hyaluronic acid? Which items from the Hydra3HA Range would be a great addition to your routine?

Java J2EE Interview Questions

151 Checked & Unchecked exception
152 Use of throws exception
153 What is finally in exception handling
154 Vector class
155 What will happen to the Exception object after exception handling
156 Two types of multi-tasking
157 Two ways to create the thread
158 Synchronization
159 I/O Filter
160 How can you retrieve warnings in JDBC
161 Can applet in different page communicate with each other
162 Four driver Manager
163 Features of JDBC 2.0
164 Explain about stored procedures
165 Servlet Life cycle
166 Why do you go for servlet rather than CGI
167 How to generate skeleton & Stub classes
168 Explain lazy activation
169 What is meant by Java ?
170 What is meant by a class ?
171 What is meant by a method ?
172 What are the OOPS concepts in Java ?
173 What is meant by encapsulation ? Explain with an example
174 What is meant by inheritance ? Explain with an example
175 What is meant by polymorphism ? Explain with an example
176 Is multiple inheritance allowed in Java ? Why ?
177 What is meant by Java interpreter ?
178 What is meant by JVM ?
179 What is a compilation unit ?
180 What is meant by identifiers ?
181 What are the different types of modifiers ?
182 What are the access modifiers in Java ?
183 What are the primitive data types in Java ?
184 What is meant by a wrapper class ?
185 What is meant by static variable and static method ?
186 What is meant by Garbage collection ?
187 What is meant by abstract class
188 What is meant by final class, methods and variables ?
189 What is meant by interface ?
190 What is meant by a resource leak ?
191 What is the difference between interface and abstract class ?
192 What is the difference between public private, protected and static
193 What is meant by method overloading ?
194 What is meant by method overriding ?
195 What is singleton class ?
196 What is the difference between an array and a vector ?
197 What is meant by constructor ?
198 What is meant by casting ?
199 What is the difference between final, finally and finalize ?
200 What is meant by packages ?

And the experiment begins

I have two projects in the works right now, one a UF out on submission with my agent, and the other, a hardboiled romance, I’m debating what to do with. I bounce back and forth between wanting to try self-publishing with this title or pursing more traditional options. For the past year or so, I’ve been wanting to dig into the D.I.Y. elements of publishing that are now open to authors, and you can see by a post I made a couple weeks ago, that I’ve been pondering possibilities. Well, I’ve recently begun a piece of that possibility.

What I have written on Harbortown (about 50k) words to this point, I placed on Google Docs, invited about a half dozen reader/reviewer people I’ve connected with on twitter and feel could provide me with some honest feedback, and gave them the ability to comment directly in the document, much like you do with any Word document. The goal here is to work with a continuous feedback loop, using ideas/concerns/comments to develop the story into a stronger version than what I could normally on my own. I’ll be the first to admit that I don’t have a very objective eye with regard to my writing, unless it sits for a couple of months before I look at it. The far more immediate feedback helps not only spur ideas and keep elements on track, what works well and what doesn’t, but it’s also inspiring to write more, when you have people involved in your work.

Given the scope of this story (I’m on pt 2 of 5, and currently at 50k), I will be doing this for a while, and may add some more commenters to the loop, depending on how well this turns out. It’s not exactly crowd-sourcing, but having interested people involved in you work, who you know will give honest feedback is a fabulous thing to have when writing. I know that some writers don’t like anyone to see their work until it’s done. They have worries that it will distort their process or stress them out or whatever the case may be. My brain doesn’t work that way, for better or worse. I thrive on the interaction, so I hope that this experiment will prove fruitful and I can build upon it. We’ll see how it goes.

Local Php Issue possibly related to Mac Upgrade?

I have some local sites for dev on my Mac that are the latest version of EE2. Not updated for years and clients for various reasons don’t want to upgrade to EE5. Fair enough.

Now they want some changes but when I go to access the sites I get a blank page – this is because I’ve upgraded to MacOS Mojave since last accessing those EE2 sites and it is running PHP Version 7.1.33.

I assume this is the issue. All EE5 sites work fine but I have a feeling that EE2 should work with Php7 – maybe is an add-on issue?

Any suggestions for troubleshooting?

sharing my experiences in crafting an academic identity & inviting you to join me (Please feel free to give feedback, share your ideas and insights, and contribute to my writing!

Hello everybody,

I am excited that I have decided to share my reflections on my writing development and crafting an academic identity  over the years in my doctoral program! I hope this experience will be beneficial to you as much it will be to me! I invite you to share ideas, provide your insights, give comments on my writing and experiences please! I look forward to hearing from you!

First, I would like to start sharing some parts of my earlier writings about how I am crafting multiple cultural and academic identities:

Developing a positive identity as a professional scholar is an essential task for a doctoral student (Austin & McDaniels, 2006). Students who experience two different cultures especially with minority status, may feel caught between the dynamics of these cultures, and have a conflicting self identity, values, attitudes, beliefs, or loyalty to a particular cultural group, which may be problematic (Lee, 2006).  Doctoral students, especially international students, need to be adequately prepared to navigate the full range of roles and identities that comprise academic discourses. Situated in a social and cultural perspective, the theory of multi-literacies suggests that people participate and interact through many modes of communication (e.g., email, blogs, twitter), and engage in specific academic and professional discourses. Moje and Luke (2009) argue that academic identity is shaped by certain kinds of discourses and literacy practices; in the same manner, the ways in which we communicate, and are engaged in discourses can have an impact on how we are recognized as human beings, and how we craft our identities especially for people who experience life as minorities on the basis of racial, ethnic, religious, or other social categories (Pufall-Jones & Mistry, 2010). This paper addresses my own continual journey towards crafting an academic identity through the lenses of biliteracy and multiliteracies. Nancy Hornberger defines biliteracy as a continuum: ‘any and all instances in which communication occurs in two (or more) languages in or around writing’ (Hornberger, 1990: 213); and the notion of continuum is intended to convey that although one can identify (and name) points on the continuum, those points are not finite, static, or discrete. In this paper, I discuss the significance of biliteracy, how living in constant state of transition and overlapping cultural representations between Turkey and US significantly shapes my self-awareness between two cultures. In turn, this self-awareness shapes how I participate in academic and professional activities and discourses, that contribute to my bicultural and biliterate academic identities. 

 

Changing the perceptions about literacy and me as a literate person:

the purpose for this presentation:

I studied in an English medium university, in other words, a university that supported biliteracy.  Biliteracy, as theoretically framed by Hornberger (1989),  is  viewed as a result of overlapping interactions between its contexts (i.e., micro-macro level, oral-literate, and the monolingual-bilingual levels).  Although dimensions of bilingualism and literacy are expressed in polar opposites such as Ll versus L2, monolingual versus bilingual, oral versus literate, when biliteracy is considered, these continua are interrelated dimensions of a highly complex whole.

Starting my doctoral degree in the USA, I had to function as a biliterate person in an academic environment—I was from Turkey, but now living in the US. This made me question all my previous notions and definitions about literacy and biliteracy. In Turkey, in English as a Foreign Language (EFL) contexts—literacy technically means “reading” and “writing”. However, as a biliterate international student, I realized that communicating in another language was not only about reading and writing for academic purposes, but also involved social and cultural matters. Being biliterate meant that I had to learn about the US culture which shapes my expression, and thinking, and seeing the world. As a doctoral student, I reflected on how I function and perform in specific discourses (as   opposed to the contexts in which I use my native language), and constantly compared my literacy practices in these two cultures, the value people attached to these practices, and the ideologies that surround them.

 

How am I Redefining literacy?

When I was asked to define “literacy” in a doctoral course, at first I could not understand why the term needed to be redefined I understood it from a cognitive perspective as I had learned it in Turkey—reading and writing–and separated it from its social context. However, I realized from different class readings and discussions with participants from varied multi-cultural environments that different cultures value different literacy skills and that literacy cannot be divorced from the culture in which it is embedded. In Gee’s (1996) words, “people do not read and write to engage in abstract processes; rather they read and write particular texts of particular types, in particular ways because they hold particular values”.  The way certain societies use a range of texts, including multimodal, can differ across cultures and their related contexts. My identity as an junior scholar began to emerge as I read and interacted with others about what literacy is, my own biliterate assumptions about language, and the possibilities of crafting an academic identity that was social, cultural, and multimodal.

Why do I embrace multiliteracies / multimodality as a research interest?

Brian Street (1984)  argued that literacy practices depend on the context, and they are already embedded in an ideology and cannot be isolated or treated as neutral. Therefore, it made more sense to me to embrace “multimodality” and “multiliteracies” to frame my own research interests.

Multimodality refers to many modes that comprise the way people communicate, and multiliteracies refers to “the many and varied ways that people read and write in their lives” (Purcell-Gates, 2002, p. 376).  A theory of multiliteracies considers agendas that advocate social change.  Because my aim is to provide equal and democratic education for all, a theory of multiliteracies has a potential of cultivating biliterate identities by tapping in people’s cultural capital or “funds of knowledge” (Molls et al., 1992), while multimodality allows me to express meaning across modes (not just reading and writing). Thus, I can empower biliterate identities for myself as well as others.

 

Crafting my identity through conferences

When thinking about crafting my identity as a scholar, I have noted several understandings about theory and practice that have shaped my journey. Sociolinguists like Street and Gee suggest that literacies are more than a means for sharing information; they are intimately connected with identity, or what Gee calls Discourse. Discourses are identity kits that include not only spoken and written language and other means of symbolic expression, but also aspects of identity like dress, body language, and actions that signal underlying beliefs and values of a community. As such, I understand the multiplicity of cultural identities that are expressed through literacies, and my attendance at professional conferences. I have participated in local, national, and international conferences; each has its own discourse communities. Besides conveying the content of my presentation, I learn how scholars interact with participants through spoken language, when I should respond to speakers, and what types of questions participants ask.  I also notice other communication such as dressing, gestures, and manners. I learn how people from diverse cultures negotiate different discourses and respect each other, thereby portray confident profiles in these intercultural and academic spaces.

 

A second way my academic identity is shaped is through my participation in scholarly organizations including Alpha Upsilon Alpha Honor Society (AUA), International Reading Association, Georgia TESOL, Teachers of English to Speakers of Other Languages Inc. (TESOL), American Educational Research Association (AERA), and Middle East Institute. For me, scholarship is fundamentally social. At GSU, AUA, which is a leadership organization, allows me to participate in a community of learners who provide me with a truly socialized environment for my scholarship.  My active engagement with these professional communities reinforces my professional identity. For example, I review conference proposals, [YY2] and develop what Bonny Norton calls an “imagined identity” as a future editor of a well-known journal[YY3] . Also, my developing relationships with my academic advisor and faculty, friends, family, and academic networking sites online provide me the support for navigating through different cultures and forming a scholarly identity.

 

Shaping an academic writerly identity for publications:

Membership in organizations and taking opportunities that my advisor and other professors offer is a third way that help me shape an academic identity as a writer. For example, annually, we as members of AUA host an writing retreat to  develop identities as scholarly writers. We are writing a manuscript that focuses on how AUA is cohesively aligned to doctoral requirements and serves as a vital support to students in the areas of scholarship, leadership, and service. I also work with my advisor and other professors on research and write towards publication. For example, I am the Media Facilitator for Global Conversation in Literacy Research (GCLR) research team[YY4] . In this role I edit and moderate seminars and write biographies for the website. In April 2014, I will moderate Brian Street’s seminar. This is a huge honor and contributes to shaping my academic and professional identity. Moreover, I write my own blog where I communicate with other professionals and receive feedback.  I agree with Kirkup (2010) that “blogging [YY5] could play a useful role in professional development ” (p. 76). I reach an immediate audience from all around the world. I also participate in several ESL communities online where I share my resources. I realize that professional identities can be reinforced not only with real people in immediate, local educational settings, but also with virtual people in global platforms such as ELT and literacy communities online. In brief, I rely on multiple individuals for support beyond my academic advisors or peers. Participation in these discourse communities as a writer enriches my life, knowledge, and personal capacity but also that of those who are involved in the exchanges as well.

Improving my identity as a global and local worker through academic and personal connections:

Advisor support was associated with a stronger sense of belonging and academic self-concept (Cutin et al., 2013). My advisors often dispensed professional and socializing advice, and even emotional support for me. My constructive relationships with them have been key aspects of satisfaction in the doctoral program, and the development of my professional identity. They treated me as a junior colleague, not as a student. I was fortunate to work with two academic advisors who come from different cultural backgrounds, Korea and Bahamas, as they contributed to my local and global perspectives as a candidate teacher educator. For example, one of the advices that I received was to define myself and other non-native speakers as multilingual people rather than learners or teachers of English as a Second Language. I understood what my advisor meant when I read about the deficit perspectives associated with the term English as a Second Language. I realized that accepting English as my second language did not help gain more competent view of myself as a candidate teacher educator who would teach in English in a context different than my home culture. I questioned the dichotomies of non-native versus native speaker (Canagarajah, 2007). I decided that acquiring a multilingual identity was crucial for my success in America, which was part of the global community (Yi, 2013).

My second advisor taught me how I should recognize the power of language in both local and global contexts such as home and school if my goal was to contribute to democratic education (Tinker Sachs, upcoming). I understood that being successful cannot be achieved only by developing local identities but also by being shaped as a global worker. For example, one inspiring conversation with her took place when she described how she visited local communities such as immigrant parents, listened to their problems, identified what was powerful about them by being a good observer, and brought their stories to classroom, leaving the deficit lenses behind.  I also learned that appreciation of differences in the local context does not mean that I needed to ignore global-mindedness in the world. I have a global identity as well because I recognized some similarities in various local communities. For example, I support culturally responsive pedagogies and curriculum like my two advisors and many other professors in the world. This recognition help improve my sense of belonging in academic communities. I have the ability to participate in a local conversation at one urban school in the US because I know, read and learn more about their culture. At the same time, I can take part in an international community, or a group with international perspectives, and share my ideas for the goal of social justice as I did in one of my classes this semester.

Apart from academic connections, my personal relationships reinforced my academic and cultural identity. I am married with an American, which helped better understanding of the target culture because I had a chance of discussing my confusions, tensions, or conflicts between Turkish and American culture with my husband. In addition, my personal connection with friends supports my journey. For example, I belong to a Facebook group whose members are all Ph.D students at the same program that I am enrolled at my university. In this “Critical friends group” (Franzak, 2002), we share our resources, ask each other questions, and give advice on how to progress with our schedule or the academic program. The theoretical foundation for Critical Friends Groups is that teachers belonging to a group learn to collaborate by participating in professional development activities such as examining student and teacher work (Franzak, 2002). Although we don’t review our academic work in this group, we still support each other by communicating about the issues of coursework, schedules, assignments, and any other subject related with social and academic life. In other words, through this critical group, I found a safe place where my voice joined with others to work through my own academic and social identity crisis.

Being an integrated scholar through academic and personal connections:

When I started my doctoral degree, education was only one part of my life; but now I understand that becoming a real scholar is living  the scholarship in every aspect of life: personal, social, and academic. Accordingly, I have begun to see myself as an integrated scholar, which means that I maintain professionalism in every aspect of my life, and dedicate myself to a course of life-long learning, and advance the role of institutions that I work for in educating, serving, and inspiring the others.

 

Conclusion 

In conclusion, I will continue trying on multiple professional selves to see how well they fit me. I acknowledge that becoming an educator and a role model for future scholars in my field is an evolving process. Identity formation is evolving and fluid as well. My aim is to be responsible, imaginative, insightful, rigorous, and committed in my social and academic roles. In light of research in how universities define the professions and multiple identities (Brint, 1994), hopefully, this paper will support and extend scholarship in the area of international students’ bicultural self-efficacy.

References

Austin, A. E., & McDaniels, M. (2006). Using doctoral education to prepare faculty to work within Boyer’s four domains of scholarship. In J. M. Braxton (Ed.), Analyzing faculty work and rewards: Using Boyer’s four domains of scholarship. New Directions for Institutional Research, No. 129. (pp. 51-65). San Francisco: Jossey Bass.

Brint, S. (1994). In an age of experts: The changing role of professionals in politics and public life. Princeton, N.J.: Princeton University Press.

Canagarajah, A. S. (2007). Lingua Frannca English, multilingual communities, and language acquisition. Modern Language Journal, 91: 923-939.

Franzak, J. K. (2002). Developing a teacher identity: The impact of critical friends practice on the student teacher. English Education, 34(4), 258-280.

Gee, J. P. (1996). Social linguistics and literacies: Ideology in Discourses. (2nd Ed.). London: Taylor & Francis.

Hornberger, N. (1989).  Continua of biliteracy. Review of Educational Research, 59 (3),                   271-296.

Kirkup, G. (2010). Academic blogging: academic practice and academic identity. London Review Of Education, 8(1), 75-84.

Moje, E. B., & Luke, A. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly, 44(4), 415–437.

Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, (31)2, 132–141.

Norton, B. (2001). Non-participation, imagined communities, and the language classroom. In M. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 159-171). Harlow, England: Pearson Education.

Pufall-Jones, E., & Mistry, J. (2010). Navigating across cultures: Narrative constructions of lived experiences. Journal Of Ethnographic & Qualitative Research, 4(3), 151-167.

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