Multilingual Leadership in TESOL

1. Auflage 2024
ISBN: 978-1-032-49508-8
Verlag: Taylor & Francis Ltd

Buch, Englisch, 240 Seiten, Format (B × H): 230 mm x 150 mm, Gewicht: 354 g

Multilingual Leadership in TESOL addresses issues related to leadership by and for multilingual individuals in the field. Chapters in this edited volume provide a strong theoretical grounding for multilingual leadership, use case studies and autoethnographies to showcase multilingual leaders’ backgrounds, and discuss challenges and opportunities for current and future leaders in TESOL. Presenting a wide view of leadership development in the field, this book includes contributions from top scholars from over a dozen countries, ethnicities and language backgrounds.

Bringing together the dual focus on multilingualism and leadership, this is essential reading for scholars, researchers and future leaders in TESOL and applied linguistics.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Selvi, Ali Fuad

Trinh, Ethan

de Oliveira, Luciana C.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

Multilingual Leadership in TESOL: An Overdue Introduction

Ethan Trinh, Luciana C. de Oliveira, and Ali Fuad Selvi

Section 1: Leadership through Mentoring

1. Lived Experiences on Mentoring and its Role in Leadership Development with Multilingual TESOL Professionals

Alsu Tuktamyshova, Moisés Elías Alcántara Ayre, and Christine Coombe

2. A Collaborative Autoethnography About Mentor-Menteeship (Re)imagined: Redefining the Guru
and the Shishyaa in the 21st Century

Rashi Jain and Suresh Canagarajah

3. Building a Knowledge Base for TESOL Leadership

Elena Andrei and Dudley Reynolds

Section 2: Leadership in Professional Organizations

4. Differences at Work: Leading in the Global Community

Gabriela Kleckova

5. An Autoethnography of a Multilingual Woman Leader in TESOL: Examining Lived Experiences Within Chaos/Complexity Theory

Hilal Peker

6. Becoming a TESOL Teacher Educator and a Leader: Facilitating the Learning Space and the Art of Letting Go

Özgehan Ustuk

7. Redefining Leadership in TESOL: Centering Complex Identities, Counterstories, and Community-Engagement

Cristina Sánchez-Martín

Section 3: Leadership in Educational Institutions

8. Leading for Impact in TESOL: Harnessing Trust, Wellbeing, and Social-Emotional Learning

Gilda Martinez-Alba and Luis Javier Pentón Herrera

9. Adult Education Leadership at the Intersection of Equity, Diversity, and the Digital Divide

Federico Salas-Isnardi and Daquanna Harrison

10. 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 Park

Section 4: Leadership in Academic Publishing

11. Multilingual Leadership (=Friendship) Through Critical Autoethnography: Allowing Multivoicedness, Welcoming Uncertainty

Bedrettin Yazan and Ufuk Keles¸

12. From Multilingual Writers to Multilingual Leaders in the Publishing Communities of TESOL: Autoethnographic Accounts

Youngjoo Ji and Seonhee Cho

13. Leading through Publishing: Autoethnographies of Mentoring Multilingual Scholars

Luciana C. de Oliveira, Jia Gui, and Cristiane Vicentini

14. Looking Back, Taking Stock, and Moving Forward

Lía D. Kamhi-Stein

Über Autor(innen)

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.