The self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein professionals increasingly operate across blurred national boundaries. The chapters address a range of related issues at the intersections of personal and professional identities as well as pedagogy and research in ‘liminal’ transnational spaces.

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. 

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