The edited book delves into promoting multilingualism in TESOL classrooms. It discusses classroom approaches across the Global South and North through the lens of power and how the construction of power influences what is and is not learned in a classroom. It explores power negotiation, identity construction, and language policy in three sections. The chapters address language revitalization, mother-tongue literacy, and building the social capital of languages other than English. The book challenges pre-service and in-service teachers and researchers to take a broader look at learner support, classroom impact, learning objectives, assessment and policy goals, and de-constructing power in ways that allow more equitable re-constructing. This book provides valuable insights for researchers, teacher educators, and trainers engaged in multiculturalism studies, multilingual TESOL, language education, and decolonization.
Rethinking Power Dynamics in Multilingual TESOL: De-constructing and
Re-constructing Power in, of and for Language Classrooms.- Part I: The
Power in Language Classrooms.- Ideological Clashes in Becoming: TESOL
Student Teachers Attempts to Deconstruct Power in the Real and Imagined
Classroom.- Whose Classroom? Teaching Reading to Multilingual Adolescents.- A
Cross-Case Analysis: Latinx and Chinese Emergent Bilinguals Develop Cultural
and Linguistic Identities.- (Re)constructing Power in the Language Classroom
via Portfolio Assessment: Facilitating Multilingual Students Linguistic and
Cultural Competence.- A Multilingual Person can Cross Languages to
Communicate Easily: An Adult English Learner makes Meaning of/from
Critical Classroom Materials.- Part II: The Power of Language Classrooms.-
Language Proficiency and Linguistic Citizenship: Rethinking Multilingual
TESOL through an Emotional Geography of Languages.- (Re)Creating Multilingual
TESOL Classroom: Insights from Pakistani Undergraduate Education Reform
Policy.- A Critical Review of Multilingual Policies and Researchers Voices
About the Power of English in Language Classrooms in India.- Making Strides
to Center Multilingual Learners: Fostering Equitable Pedagogies as
Monolingual White Teachers.- Part III: The Power for Language Classrooms.-
Resisting Monolingualism through Critical Autoethnographic Narratives:
Insights from Two Teacher Education Contexts.- Translanguaging in the
Japanese Tertiary CLIL Classroom: Exploring Teacher Perceptions and
Practices.- Decolonizing TESOL Classrooms: A Critical World
Englishes-Informed Pedagogy.- Promoting Multilingualism through Jamaican
Creole in the Japanese EFL Classroom: Jamaican Educators' Attitudes and
Experiences.- Harnessing the Power of Language: Enhancing TESOL Classrooms
through Linguistic Landscape.- Articulating Capillary Power through
Humoristic Translanguaging: A Case Study on Sociolinguistics as a
Multilingual TESOL Course.- Granting Agency: Re-constructing Power for and
with Australian Aboriginal EAL/D Learners.- Tracing the Power in
Multilingual Teacher and Learner Identity Construction.
Kashif Raza has a Ph.D. in Educational Leadership, Policy, and Governance from the University of Calgary, Canada, an M.A. in TESOL from Oklahoma City University, USA, and a Law degree from the University of Punjab, Pakistan. He is currently a Social Sciences and Humanities Research Council (SSHRC) of Canada Postdoctoral Fellow at the University of British Columbia. Kashif has worked with multilingual learners in four different contexts (Canada, Qatar, USA, and Pakistan) and has taught, developed, and supervised EAP and ESP-Law courses. He currently serves on the Nominating Committee of the TESOL International Association and has previously served as a co-chair of Program Administration Interest Section and a co-chair of the Governance Review Working Group. His research interests include language policy and planning, bi/pluri/multilingualism, TESOL leadership, education law, transnational migration, and South Asian diaspora in Canada.
Özgehan Utuk is a language teacher, teacher educator, and researcher, and currently works as a research assistant professor in the Department of English and Communication at the Hong Kong Polytechnic University. He chaired the TESOL International Associations Research Professional Council from 2022 to 2024. He has recently co-edited "A Sociopolitical Agenda for TESOL Teacher Education" (Bloomsbury Academic, 2024) and "Building a Culture of Research in TESOL" (Springer, 2024). His research includes classroom-based and practitioner studies and focuses on language teacher education, professional development, teacher identity, and classroom discourse.
Dudley Reynolds is a senior associate dean for Education and Teaching Professor of English at Carnegie Mellon University Qatar. A teacher and researcher of multilingual language learners for over 35 years working primarily with learners of English, he served as the president of TESOL International Association in 2016-2017. His research addresses language education policy, developmental patterns in additional language learning, curricular and pedagogical approaches to literacy development, teacher education, and learning. Recent editorial contributions include Handbook of multilingual TESOL in practice (Springer, 2023) and policy development in TESOL and multilingualism: Past, present, and the way forward (Springer, 2021). He is the 2023 recipient of TESOL International Associations James E. Alatis Award for Service to TESOL.
