Transnational Identities and Practices in English Language Teaching

Rashi Jain is an associate professor in the Department of English Language for Academic Purposes, Linguistics and Communication Studies at Montgomery College in Rockville, Maryland. Rashi has published her research in practitioner-oriented journals, including the TESOL Journal, contributed to edited volumes, and co-edited (with Bedrettin Yazan and Suresh Canagarajah) the recently published Autoethnographies in ELT Transnational Identities, Pedagogies, and Practices. Bedrettin Yazan is Associate Professor of TESL Teacher Education/Applied Linguistics at the University of Texas at San Antonio. Bedrettin has an active research program and has published in Linguistics and Education, Language Teaching Research, TESOL Journal, World Englishes, and Critical Inquiry in Language Studies. He also co-edited (with Kristen Lindahl) the recently-published Language Teacher Identity in TESOL: Teacher Education and Practice as Identity Work. Suresh Canagarajah is Edwin Erle Sparks Professor of English, Applied Linguistics, and Asian Studies, and Director of the Migration Studies Project at Pennsylvania State University. He teaches World Englishes, Second Language Writing, and Postcolonial Studies in the departments of English and Applied Linguistics. His recent edited publication, The Routledge Handbook of Language and Migration (2019), won the 2020 AAAL best book award.

Contributors



Chapter 1. Rashi Jain, Bedrettin Yazan, and Suresh Canagarajah: An Invitation into the Transnational ELT Landscape of Practices             



Chapter 2. Sumyat Thu and Suhanthie Motha: Critical Transnational Agency: Enacting through Intersectionality and Transracialization



Chapter 3. Anastasiia Kryzhanivska and Lucinda Hunter: The Person in Personal Narrative: Two ESOL Instructors Teaching Away from Home         



Chapter 4. April S. Salerno and Elena Andrei : Dialoguing as Transnational Professional Mothers: Our Intersectional Identities as Transnationals, Parents and Language Teacher Educators   



Chapter 5. Tuba Angay-Crowder, Jayoung Choi and Gertrude Tinker Sachs: Three ELT Transnational Practitioners’ Identities and Critical Praxis Through Teaching and Research       



Chapter 6. Christina Ponzio, Elizabeth Robinson, Laura M. Kennedy, Abraham Ceballos, Zhongfeng Tian, Elie Crief and Maíra Lins Prado: Unpacking Identities and Envisioning TESOL Practices through Translanguaging: A Collective Self-Study   



Chapter 7. Bita Bookman and Luciana C. de Oliveira: 'My transnational experiences shape who I am and what I do': Reflections of a Latina Transnational Teacher–Scholar     



Chapter 8. Sujin Kim: An Autoethnography of Trans-Perspective Development Through Translanguaging Research and Practice



Chapter 9. Martha Sidury Christiansen: Ni de aquí, ni de allá: How Technology has Changed the Way We See Transnationalism             



Chapter 10. Brooke R. Schreiber: Shifting Roles and Negotiating Returns in Transnational TESOL Research              



Chapter 11. Ahmad A. Alharthi: Globalized Writing Instruction: The Multilingual Composition Section as a Fluid Pedagogical Space



Chapter 12. Yi-Wen Huang: 'It’s crazy that we are from very different countries, but we are similar': My Navajo Students’ and my Co-Existing Translingual Identities



Chapter 13. Rasha S. Mohamed: The Inclusion of Culture and Shift Toward Translingualism in My TESOL Classes



Chapter 14. Kristof Savski: Negotiating Boundaries while becoming a TESOL Practitioner in Southern Thailand



Chapter 15. Ribut Wahyudi: A Transnational TEGCOM Practitioner’s Multiple Subjectivities and Critical Classroom Negotiations in the Indonesian University Context



Index