Transnational Research in English Language Teaching

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.

• ContributorsChapter 1. Rashi Jain, Bedrettin Yazan and Suresh Canagarajah: A Critical Exploration of the Complex Research Landscape of Transnational Practices and Identities in Global ELT SettingsPart 1: Transnational Practices and Identities of ELLs in the USChapter 2. Jungmin Kwon: Understanding Transnational Childhoods through Young Immigrant Children’s PhotographsChapter 3. Semi Yeom: 'I’m not belonged': Examining Transnational Undergraduate Students’ Sense of Belonging as English LearnersChapter 4. Hatice Altun: Dubious Battle in 'Otherness': Pride or ShameChapter 5. Ufuk Keles and Bedrettin Yazan: Transnational Socialization of a Graduate Student from Turkey: Negotiating Identities, Asserting Agency and Navigating EmotionsPart 2: Transnational Practitioners and Participants in Global Contexts Beyond the USChapter 6. Ozgehan Ustuk and Peter I. De Costa: 'Started working as a global volunteer...': Developing Professional Transnational Habitus through Erasmus+Chapter 7. Tabitha Kidwell: Intercultural Experience and Transnational Culture Education: A Case Study of One Novice Teacher’s Personal and Professional DevelopmentChapter 8. David Martínez-Prieto and Kristen Lindahl: National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional ChallengesChapter 9. Emrah Cinkara: Syrian Immigrants as Transnational TESOL Practitioners in TurkeyPart 3: Transnational Practices and Identities of TESOL Practitioners in the USChapter 10. Kyung Min Kim: A Korean-American Teacher’s Journey of Professionalization: A TESOL Teacher Educator’s Identity Formation across Transnational ContextsChapter 11. Pei Chia (Wanda) Liao: Two Transnational and Translingual TESOL Practitioners in the United States: Their Capital and AgencyChapter 12. Min-Seok Choi, Tamara Mae Roose and Christopher E. Manion: Teaching as Transnational Spaces: Exploring the Teacher Identity Construction of International Graduate Teaching Associates of Second-Year Writing CoursesChapter 13. Willa Black, Danning Liang and Gloria Park: Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Pre-service English Language TeachersAfterwordIndex

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.