1st Edition
Multilingual Leadership in TESOL
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.
Multilingual Leadership in TESOL: An 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, Moises Alcantara, and Christine Coombe
2. A Collaborative Autoethnography About Mentor-Menteeship (Re)imagined: Redefining the Guru
and the Shishyaa in the 21st Century
Rashi Jain & Suresh Canagarajah
3. Building a Knowledge Base for TESOL Leadership
Elena Andrei & 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. TESOL Teacher Educators as Leaders: Facilitating the Learning Space and the Art of Letting go
Özgehan Uştuk
7. Redefining Leadership in TESOL: Centering Complex Identities, Counterstories, and Communities
Cristina Sanchez-Martin
Section 3: Leadership in Educational Institutions
8. Leading with Innovation: Methods to Achieve Goals in TESOL
Gilda Martinez-Alba & Luis Javier Pentón Herrera
9. Leadership at the Confluence of Equity, Diversity, and the Digital Divide
Federico Salas-Isnardi & Daquanna Harrison
10. Doing Transnational Multilingual Leadership: Narratives of Four Language Teacher Educators
Quanisha Charles, Shannon Tanghe, Marie Webb, Gloria Park
Section 4: Leadership in Academic Publishing
11. Multilingual Leadership (=Friendship) Through Critical Autoethnography: Allowing Multivoicedness, Welcoming Uncertainty
Ufuk Keles & Bedrettin Yazan
12. Writing and Publishing on Professional Journals in TESOL: Autoethnographic Account
Youngjoo Ji & Seonhee Cho
13. Leading through Publishing: Autoethnographies of Mentoring Multilingual Scholars
Luciana C. de Oliveira, Jia Gui, and Cristiane Vicentini
Conclusion
Lia Kamhi-Stein
Biography
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.
