Transnational Research in English Language Teaching

Description

Deepens understanding of the complex global ELT landscape across various countries and English language teaching and learning settings

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.

Contributors

Chapter 1. Rashi Jain, Bedrettin Yazan and Suresh Canagarajah: A Critical Exploration of the Complex Research Landscape of Transnational Practices and Identities in Global ELT Settings

Part 1: Transnational Practices and Identities of ELLs in the US

Chapter 2. Jungmin Kwon: Understanding Transnational Childhoods through Young Immigrant Children’s Photographs

Chapter 3. Semi Yeom: 'I’m not belonged': Examining Transnational Undergraduate Students’ Sense of Belonging as English Learners

Chapter 4. Hatice Altun: Dubious Battle in 'Otherness': Pride or Shame

Chapter 5. Ufuk Keles and Bedrettin Yazan: Transnational Socialization of a Graduate Student from Turkey: Negotiating Identities, Asserting Agency and Navigating Emotions

Part 2: Transnational Practitioners and Participants in Global Contexts Beyond the US

Chapter 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 Development

Chapter 8. David Martínez-Prieto and Kristen Lindahl: National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges

Chapter 9. Emrah Cinkara: Syrian Immigrants as Transnational TESOL Practitioners in Turkey

Part 3: Transnational Practices and Identities of TESOL Practitioners in the US

Chapter 10. Kyung Min Kim: A Korean-American Teacher’s Journey of Professionalization: A TESOL Teacher Educator’s Identity Formation across Transnational Contexts

Chapter 11. Pei Chia (Wanda) Liao: Two Transnational and Translingual TESOL Practitioners in the United States: Their Capital and Agency

Chapter 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 Courses

Chapter 13. Willa Black, Danning Liang and Gloria Park: Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Pre-service English Language Teachers

Afterword

Index

Sujets

• Disciplines
• Language Arts
• Teaching
• Lettres et linguistique
• Transnational
• Study
• TESOL
• English as a foreign or second language
• Professional
• North-South divide
• Narrative
• Personality
• Postgraduate education
• Identity
• Research
• Postgraduate
• ELT
• Migration

Informations

• Publié par: Channel View Publications
• Date de parution: 15 juillet 2022
• Nombre de lectures: 1
• EAN13: 9781788927499
• Langue: English
• Poids de l'ouvrage: 5 Mo

Extrait

Transnational Research in English Language Teaching
NEW PERSPECTIVES ON LANGUAGE AND EDUCATION
Founding Editor : Viv Edwards, University of Reading, UK
Series Editors : Phan Le Ha, University of Hawaii at Manoa, USA and Joel Windle, Monash University, Australia .
Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. What are the implications for language education of new ‘semiotic economies’ and communications technologies? Of complex blendings of cultural and linguistic diversity in communities and institutions? Of new cultural, regional and national identities and practices? The New Perspectives on Language and Education series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. New proposals, particularly for edited volumes, are expected to acknowledge and include perspectives from the Global South. Contributions from scholars from the Global South will be particularly sought out and welcomed, as well as those from marginalized communities within the Global North.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
NEW PERSPECTIVES ON LANGUAGE AND EDUCATION: 107
Transnational Research in English Language Teaching
Critical Practices and Identities
Edited by
Rashi Jain, Bedrettin Yazan and Suresh Canagarajah
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/JAIN7475
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Jain, Rashi, editor. | Yazan, Bedrettin, editor. | Canagarajah, A. Suresh, editor.
Title: Transnational Research in English Language Teaching: Critical Practices and Identities/Edited by Rashi Jain, Bedrettin Yazan and Suresh Canagarajah.
Description: Bristol; Jackson: Multilingual Matters, [2022] | Series: New Perspectives on Language and Education: 107 | Includes bibliographical references and index. | Summary: “The edited volume contributes to the comprehensive and inclusive understanding of the global ELT landscape in instructional settings within and across countries. It brings together language teachers, educators and researchers who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical and research practices”— Provided by publisher.
Identifiers: LCCN 2022010005 (print) | LCCN 2022010006 (ebook) | ISBN 9781788927468 (paperback) | ISBN 9781788927475 (hardback) | ISBN 9781788927482 (pdf) | ISBN 9781788927499 (epub)
Subjects: LCSH: English language—Study and teaching (Higher)—Foreign speakers. | Transnationalism. | LCGFT: Essays.
Classification: LCC PE1128.A2 T736 2022 (print) | LCC PE1128.A2 (ebook) | DDC 428.0071/1—dc23/eng/20220518
LC record available at https://lccn.loc.gov/2022010005
LC ebook record available at https://lccn.loc.gov/2022010006
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78892-747-5 (hbk)
ISBN-13: 978-1-78892-746-8 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Rashi Jain, Bedrettin Yazan, Suresh Canagarajah and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India.
Printed and bound in the UK by the CPI Books Group Ltd.
Contents
Contributors
1 A Critical Exploration of the Complex Research Landscape of Transnational Practices and Identities in Global ELT Settings
Rashi Jain, Bedrettin Yazan and Suresh Canagarajah
Part 1: Transnational Practices and Identities of ELLs in the US
2 Understanding Transnational Childhoods through Young Immigrant Children’s Photographs
Jungmin Kwon
3 ‘I’m not belonged’: Examining Transnational Undergraduate Students’ Sense of Belonging as English Learners
Semi Yeom
4 Dubious Battle in ‘Otherness’: Pride or Shame
Hatice Altun
5 Transnational Socialization of a Graduate Student from Turkey: Negotiating Identities, Asserting Agency and Navigating Emotions
Ufuk Keles and Bedrettin Yazan
Part 2: Transnational Practitioners and Participants in Global Contexts Beyond the US
6 ‘Started working as a global volunteer …’: Developing Professional Transnational Habitus through Erasmus +
Ozgehan Ustuk and Peter I. De Costa
7 Intercultural Experience and Transnational Culture Education: A Case Study of One Novice Teacher’s Personal and Professional Development
Tabitha Kidwell
8 National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges
David Martínez-Prieto and Kristen Lindahl
9 Syrian Immigrants as Transnational TESOL Practitioners in Turkey
Emrah Cinkara
Part 3: Transnational Practices and Identities of TESOL Practitioners in the US
10 A Korean-American Teacher’s Journey of Professionalization: A TESOL Teacher Educator’s Identity Formation across Transnational Contexts
Kyung Min Kim
11 Two Transnational and Translingual TESOL Practitioners in the United States: Their Capital and Agency
Pei-Chia (Wanda) Liao
12 Teaching as Transnational Spaces: Exploring the Teacher Identity Construction of International Graduate Teaching Associates of Second-Year Writing Courses
Min-Seok Choi, Tamara Mae Roose and Christopher E. Manion
13 Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Pre-service English Language Teachers
Willa Swift Black, Danning Liang and Gloria Park
Afterword
Index
Contributors
Hatice Altun is a lecturer in the School of Foreign Languages, Pamukkale University, Turkey. Her major research interests lie in the areas of bi/multilingualism, discourse analysis, corpus linguistics, study-abroad and higher education research.
Willa Swift Black is a PhD candidate in the Composition and Applied Linguistics program at Indiana University of Pennsylvania. She has worked as a language tutor and teacher at multiple levels and contexts that range from kindergarten to undergraduate courses and has developed pedagogical materials and curriculum for a private kindergarten and elementary language school. She currently works in the Graduate Research office at IUP. Her research interests include video game pedagogy, language acquisition, learning transfer, teacher identity, and narrative inquiry.
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.
Min-Seok Choi is a doctoral candidate in Teaching and Learning at The Ohio State University. His research interests include multilingual students’ learning and use of disciplinary literacy practices, identity construction and communicative repertoires in and out of school contexts. Min-Seok’s current research examines the roles of imagination in international students’ second and academic language socialization in an architectural design studio.
Emrah Cinkara is an Associate Professor at Gaziantep University, Department of English Language Teaching. He received his bachelor’s, master’s and doctorate degrees in English Language Teaching and currently teaches Language Teaching Methodology, Assessment and Evaluation, and Teacher Education courses. He is also the Director of the School of Foreign Languages in the same institution. His research interests include but are not limited to the sociocultural and psychological aspects of language learning, assessment of language skills, and language teacher education.
Peter I. De Costa is an Associate Professor in the Department of Linguistics, Languages and Cultures and the Department of Teacher Education at Michigan State University, where he directs the master’s in TESOL program. His research areas include emotions, identity, ideology and ethics in applied linguistics. In addition, his ecologically- and social justice-oriented work looks at the intersection between second language acquisition (SLA) and language policy. He is the co-editor of TESOL Quarterly and the second Vice-President of the American Association for Applied Linguistics .
Rashi Jain is an 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