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.
Rashi Jain (she/her) is Professor of English Language for Academic Purposes at Montgomery College in Rockville, Maryland. Her pracademic interests include practitioner inquiry, raciolinguistics, transnationalism, translingualism, Global Englishes, and NNEST issues. Rashi has published articles in practitioner-oriented journals, contributed chapters to edited volumes, and served as the lead editor for Transnational Identities and Practices in English Language Teaching: Critical Inquiries from Diverse Practitioners, Transnational Research in English Language Teaching: Critical Practices and Identities, and Humanizing Language Teaching and Teacher Education Research. Please visit https://www.rashi-jain.com/ and https://www.researchgate.net/profile/Rashi-Jain-18/research to learn more.
Bedrettin Yazan is a scholar of identity and critical autoethnography focusing on educator preparation at the nexus of ideologies, emotions, and agency. He is professor in the department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. He is currently serving as the co-editor of TESOL Journal and associate editor of International Multilingual Research Journal and Second Language Teacher Education. He edits a book series with Bloomsbury Academic called Critical Approaches and Innovations in Language Teacher Education. He has a new co-edited volume titled Methodological issues and reflexivity practices in qualitative language teacher education research.
Suresh Canagarajah is a Edwin Erle Sparks Professor 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 early education and teaching was in the war-torn region of Jaffna, Sri Lanka. He has taught before in the University of Jaffna and the City University of New York. His book Resisting Linguistic Imperialism in English Teaching (OUP, 1999) won Modern Language Association’s Mina Shaughnessy Award for the best research publication on the teaching of language and literacy. His subsequent publication Geopolitics of Academic Writing (UPittsburgh Press, 2002) won the Gary Olson Award for the best book in social and rhetorical theory. His study of World Englishes in writing pedagogy won the 2007 Braddock Award for the best article in the College Composition and Communication journal. His most recent publication is Translingual Practice: Global Englishes and Cosmopolitan Relations (Routledge, 2013), which won the 2014 BAAL best book award and MLA’s Mina Shaughnessy Award. He is a former editor of TESOL Quarterly and a past President of the American Association of Applied Linguistics.
