This edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities home and host and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.
The edited volume contributes to the comprehensive and inclusive understanding of the global ELT landscape in instructional settings within and across countries. It brings together language teachers, educators and researchers who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical and research practices.
Recenzijos
What are the insights gained from the multifarious trajectories and lived experiences of English language teaching professionals as they engage in developing critical practices and identities? This rare volume comprises a wide range of transnational research on this important subject. Highly recommended for students, teachers, researchers and teacher educators in English language education. * Angel M. Y. Lin, Simon Fraser University, Canada * This compelling volume admirably decenters and decolonizes English language teaching research, extends its geographical and conceptual range, and yields powerful insights. Welcome features include diverse voices; broadened perspectives on issues of identity; and criticality throughout. Readers are given renewed hope for the editors' vision of 'a new TESOL landscape a more just and equitable one.' * Stephanie Vandrick, University of San Francisco, USA * This is a fine collection of timely contributions to the scholarship on transnational practices and identities in the field of ELT. The editors and contributors critical explorations into the complex landscapes in global ELT settings set a significant agenda for scholarly activities along this line in the years to come. * Lawrence Jun Zhang, University of Auckland, New Zealand *
Daugiau informacijos
Deepens understanding of the complex global ELT landscape across various countries and English language teaching and learning settings
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vii | |
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1 A Critical Exploration of the Complex Research Landscape of Transnational Practices and Identities in Global ELT Settings |
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1 | (14) |
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Part 1 Transnational Practices and Identities of ELLs in the US |
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2 Understanding Transnational Childhoods through Young Immigrant Children's Photographs |
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15 | (13) |
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3 `I'm not belonged': Examining Transnational Undergraduate Students' Sense of Belonging as English Learners |
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28 | (17) |
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4 Dubious Battle in `Otherness': Pride or Shame |
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45 | (17) |
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5 Transnational Socialization of a Graduate Student from Turkey: Negotiating Identities, Asserting Agency and Navigating Emotions |
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62 | (23) |
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Part 2 Transnational Practitioners and Participants in Global Contexts Beyond the US |
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6 `Started working as a global volunteer ...': Developing Professional Transnational Habitus through Erasmus+ |
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85 | (21) |
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7 Intercultural Experience and Transnational Culture Education: A Case Study of One Novice Teacher's Personal and Professional Development |
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106 | (19) |
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8 National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges |
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125 | (20) |
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9 Syrian Immigrants as Transnational TESOL Practitioners in Turkey |
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145 | (18) |
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Part 3 Transnational Practices and Identities of TESOL Practitioners in the US |
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10 A Korean-American Teacher's Journey of Professionalization: A TESOL Teacher Educator's Identity Formation across Transnational Contexts |
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163 | (21) |
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11 Two Transnational and Translingual TESOL Practitioners in the United States: Their Capital and Agency |
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184 | (20) |
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12 Teaching as Transnational Spaces: Exploring the Teacher Identity Construction of International Graduate Teaching Associates of Second-Year Writing Courses |
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204 | (19) |
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13 Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Pre-service English Language Teachers |
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223 | (16) |
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| Afterword |
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239 | (6) |
| Index |
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245 | |
Rashi Jain is 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 Transnational Identities and Practices in English Language Teaching: Critical Inquiries from Diverse Practitioners and 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. His research focuses on language teacher identity, teacher collaboration, language policy and planning, and World Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry, and qualitative case study. 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.
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.
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