Overview

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.

Full Product Details

Author:   Ethan Trinh ,  Luciana C. de Oliveira (Virginia Commonwealth University, US) ,  Ali Fuad Selvi (Middle East Technological University, Turkey)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9781032499253

ISBN 10:   1032499257
Pages:   228
Publication Date:   17 December 2024
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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. Lived experiences of a multilingual and multicultural TESOL leader: An autoethnography 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

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Author Information

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.

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