The self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein English language educators and teacher educators are increasingly operating across blurred national boundaries, creating new liminal spaces, charting new trajectories, crafting new practices and pedagogies, constructing new identities, and reconceptualizing ELT contexts. This book captures the diverse voices of emerging and established ELT practitioners and scholars, originally from and/or operating in non-Western contexts, spanning not only the so-called non-Western peripheries, but also peripheries created within the center when certain members are minoritized on the basis of their race, language, and/or place of origin. The chapters address a range of related issues occurring at the intersections of personal and professional identities, pedagogy and classroom interactions, as well as research and professional practices in liminal transnational spaces.
Arvustused
The diverse authors in this important collection provide convincing evidence of the mutually supportive relationship between practice, research, and theory in the field of language learning and teaching. By making visible the contribution of practitioners to transnational English language teaching, the authors democratize the production of knowledge and shift relations of power in the field. Highly compelling and long overdue! * Bonny Norton, University of British Columbia, Canada * This book offers a stunning collection of studies by transnational pracademics inquiring into their trans identities and practices. After being deftly introduced and theorized, the personal stories, illustrating a range of innovative research methodologies, present accounts that are informative, interesting, sometimes touching, and very readable. Another outstanding contribution by these editors. * Gary Barkhuizen, University of Auckland, New Zealand * I found this edited volume to be compelling not only in terms of its magical storytelling about the journeys of transnational scholars in ELT, but also its invitation to deeply learn and engage with cutting-edge theorization around transnationalism. This is a timely book that asks us to imagine different possibilities of a future where the trans- in ELT is at the center of the discipline. * Manka Varghese, University of Washington, USA *
Muu info
Captures the diverse voices of ELT practitioners and scholars from different backgrounds in the Global South and North
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vii | |
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1 An Invitation into the Transnational ELT Landscape of Practices |
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1 | (13) |
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2 Critical Transnational Agency: Enacting through Intersectionality and Transracialization |
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14 | (24) |
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3 The Person in Personal Narrative: Two ESOL Instructors Teaching Away from Home |
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38 | (17) |
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4 Dialoguing as Transnational Professional Mothers: Our Intersectional Identities as Transnationals, Parents and Language Teacher Educators |
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55 | (16) |
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5 Three ELT Transnational Practitioners' Identities and Critical Praxis Through Teaching and Research |
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71 | (21) |
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6 Unpacking Identities and Envisioning TESOL Practices through Translanguaging: A Collective Self-Study |
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92 | (20) |
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7 `My transnational experiences shape who I am and what I do': Reflections of a Latina Transnational Teacher-Scholar |
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112 | (15) |
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8 An Autoethnography of Trans-Perspective Development Through Translanguaging Research and Practice |
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127 | (18) |
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9 Ni de aqui, ni de alla: How Technology has Changed the Way We See Transnationalism |
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145 | (15) |
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Martha Sidury Christiansen |
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10 Shifting Roles and Negotiating Returns in Transnational TESOL Research |
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160 | (15) |
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11 Globalized Writing Instruction: The Multilingual Composition Section as a Fluid Pedagogical Space |
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175 | (17) |
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12 `It's crazy that we are from very different countries, but we are similar': My Navajo Students' and my Co-Existing Translingual Identities |
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192 | (18) |
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13 The Inclusion of Culture and Shift Toward Translingualism in my TESOL Classes |
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210 | (17) |
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14 Negotiating Boundaries while becoming a TESOL Practitioner in Southern Thailand |
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227 | (13) |
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15 A Transnational TEGCOM Practitioner's Multiple Subjectivities and Critical Classroom Negotiations in the Indonesian University Context |
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240 | (19) |
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| Subject Index |
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259 | (4) |
| Author Index |
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263 | |
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.
