Multilingual Leadership in TESOL

Ethan Trinh, Ph.D. (they/them) is an associate director of the Atlanta Global Studies Center. As a Vietnamese queer immigrant, Ethan enjoys thinking with emotions, gender, and language, explores how to embrace queerness as healing teaching and research practices, and walks with their doggies.Luciana C. de Oliveira (Ph.D.) is Associate Dean for Academic Affairs and Graduate Studies in the School of Education and Professor in the Department of Teaching and Learning at Virginia Commonwealth University. Her research focuses on issues related to teaching K-12 multilingual learners. She is a Past President of TESOL International Association.Ali Fuad Selvi is an Assistant Professor of TESOL and Applied Linguistics in the MA TESOL Program at the Department of English at the University of Alabama. His research interests include Global Englishes; issues related to (in)equity, professionalism, marginalization, and discrimination in TESOL; and critical language teacher education.

• Multilingual Leadership in TESOL: An Overdue IntroductionEthan Trinh, Luciana C. de Oliveira, and Ali Fuad SelviSection 1: Leadership through Mentoring1. Lived Experiences on Mentoring and its Role in Leadership Development with Multilingual TESOL ProfessionalsAlsu Tuktamyshova, Moisés Elías Alcántara Ayre, and Christine Coombe2. A Collaborative Autoethnography About Mentor-Menteeship (Re)imagined: Redefining the Guru and the Shishyaa in the 21st CenturyRashi Jain and Suresh Canagarajah3. Building a Knowledge Base for TESOL LeadershipElena Andrei and Dudley ReynoldsSection 2: Leadership in Professional Organizations4. Differences at Work: Leading in the Global CommunityGabriela Kleckova5. An Autoethnography of a Multilingual Woman Leader in TESOL: Examining Lived Experiences Within Chaos/Complexity TheoryHilal Peker6. Becoming a TESOL Teacher Educator and a Leader: Facilitating the Learning Space and the Art of Letting GoÖzgehan Uştuk7. Redefining Leadership in TESOL: Centering Complex Identities, Counterstories, and Community-EngagementCristina Sánchez-MartínSection 3: Leadership in Educational Institutions8. Leading for Impact in TESOL: Harnessing Trust, Wellbeing, and Social-Emotional LearningGilda Martinez-Alba and Luis Javier Pentón Herrera9. Adult Education Leadership at the Intersection of Equity, Diversity, and the Digital DivideFederico Salas-Isnardi and Daquanna Harrison10. Intersectionality as a Duo Ethnographic Process: Four Transnational English Language Teachers (Re)Storying Critical Incidents as Multilingual LeadersQuanisha Charles, Shannon Tanghe, Marie Webb, and Gloria ParkSection 4: Leadership in Academic Publishing11. Multilingual Leadership (=Friendship) Through Critical Autoethnography: Allowing Multivoicedness, Welcoming UncertaintyBedrettin Yazan and Ufuk Keleş12. From Multilingual Writers to Multilingual Leaders in the Publishing Communities of TESOL: Autoethnographic AccountsYoungjoo Ji and Seonhee Cho13. Leading through Publishing: Autoethnographies of Mentoring Multilingual ScholarsLuciana C. de Oliveira, Jia Gui, and Cristiane Vicentini14. Looking Back, Taking Stock, and Moving ForwardLía D. Kamhi-Stein