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.
Table des matières
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
A propos de l’auteur
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.
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