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This book addresses issues related to leadership by and for multilingual individuals by providinge a strong theoretical grounding for multilingual leadership, using case studies and autoethnographies to showcase multilingual leaders' backgrounds, and discussing challenges and opportunities in TESOL.
List of contents
Multilingual Leadership in TESOL: An Overdue Introduction
Ethan 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 Professionals
Alsu 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 Century
Rashi Jain and Suresh Canagarajah3. Building a Knowledge Base for TESOL Leadership
Elena Andrei and Dudley ReynoldsSection 2: Leadership in Professional Organizations4. Differences at Work: Leading in the Global Community
Gabriela Kleckova5.
An Autoethnography of a Multilingual Woman Leader in TESOL: Examining Lived Experiences Within Chaos/Complexity Theory
Hilal Peker6. Becoming a TESOL Teacher Educator and a Leader: Facilitating the Learning Space and the Art of Letting Go
Özgehan U¿tuk7. Redefining Leadership in TESOL: Centering Complex Identities, Counterstories, and Community-Engagement
Cristina Sánchez-MartínSection 3: Leadership in Educational Institutions8. Leading for Impact in TESOL: Harnessing Trust, Wellbeing, and Social-Emotional Learning
Gilda Martinez-Alba and Luis Javier Pentón Herrera9. Adult Education Leadership at the Intersection of Equity, Diversity, and the Digital Divide
Federico Salas-Isnardi and Daquanna Harrison10. Intersectionality as a Duo Ethnographic Process: Four Transnational English Language Teachers (Re)Storying Critical Incidents as Multilingual Leaders
Quanisha Charles, Shannon Tanghe, Marie Webb, and Gloria ParkSection 4: Leadership in Academic Publishing11. Multilingual Leadership (=Friendship) Through Critical Autoethnography: Allowing Multivoicedness, Welcoming Uncertainty
Bedrettin Yazan and Ufuk Kele¿
12. From Multilingual Writers to Multilingual Leaders in the Publishing Communities of TESOL: Autoethnographic Accounts
Youngjoo Ji and Seonhee Cho13. Leading through Publishing: Autoethnographies of Mentoring Multilingual Scholars
Luciana C. de Oliveira, Jia Gui, and Cristiane Vicentini14. Looking Back, Taking Stock, and Moving Forward
Lía D. Kamhi-Stein
About the author
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.
Summary
This book addresses issues related to leadership by and for multilingual individuals by providinge a strong theoretical grounding for multilingual leadership, using case studies and autoethnographies to showcase multilingual leaders’ backgrounds, and discussing challenges and opportunities in TESOL.
