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.
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.
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 Elķas Alcįntara 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 Utuk
7. Redefining Leadership in TESOL: Centering Complex Identities,
Counterstories, and Community-Engagement
Cristina Sįnchez-Martķn
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 Kele
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
Lķa D. Kamhi-Stein
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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