This month we are publishing Transnational Research in English Language Teaching edited by Rashi Jain, Bedrettin Yazan and Suresh Canagarajah. In this post the editors introduce their new book, a follow-up to its sister volume Transnational Identities and Practices in English Language Teaching.
Some explorations require a follow-up act – and this is where our next collaborative editorial venture with Multilingual Matters comes in. Transnational Research in English Language Teaching: Critical Practices and Identities continues the conversation we started in its sister volume, Transnational Identities and Practices in English Language Teaching: Critical Inquiries from Diverse Practitioners, by complementing the practitioner-led self-inquiries in the first volume with inquiries by researchers looking at others’ ELT-related practices in this volume.
In West-based and West-oriented academia, a significant amount of past and recent work on transnationalism in ELT has focused primarily on specific communities of practice located within a country, such as the US or has been (de)limited to teacher education programs, with some notable exceptions. More needed to be done, as we discovered, to create a more comprehensive and inclusive understanding of the complex global ELT landscape across countries and across English language teaching and learning settings. Our second edited volume with Multilingual Matters contributes to this evolving knowledge base as an attempt to deepen our readers’ understanding of the transnational ELT landscape.
We are proud to highlight that along with us, the researchers and the participants in this volume collectively represent fifteen countries of origin: Afghanistan, China, Costa Rica, Hungary, India, Indonesia, Mexico, Russia, South Korea, Sri Lanka, Syria, Turkey, the UAE, the US and Vietnam – a truly diverse set of voices from global pracademia. Further, while many of us are currently embedded in the US, the studies in this volume showcase transnational identities and practices formed and informed by both countries – ‘home’ and ‘host’ – and include narratives that are not unidirectional (i.e. ‘home’ to ‘host’ only).
And yet, even with this diversity and our deliberate efforts to decenter our work as a site for transnational professional practice, our volume could not entirely escape inadvertently reifying some of the same inequities that it proposes to disrupt – as we explore in detail in our introduction chapter and endeavor to mitigate through the manner in which we have organized the rest of the volume, all twelve chapters, across three distinct parts: Part 1: Transnational Practices and Identities of ELLs in the US; Part 2: Transnational Practitioners and Participants in Global Contexts beyond the US; and, Part 3: Transnational Practices and Identities of TESOL Practitioners in the US.
Together, the chapters within the edited volume cover a range of qualitative research approaches and methodologies as well as span three common key themes – researchers’ reflexivity (including our own as editors, as we explore in detail in the introduction chapter), transnational participants’ sense of (un)belonging, and the overlaps between translingualism and transnationalism. We now invite you, our readers, to enter once again the transnational landscape of ELT research that we and our contributors have collectively populated with the empirical inquiries in this volume. We hope you enjoy traveling through the book and making your acquaintance with the diverse global voices and perspectives housed within the book covers!
For more information about this book please see our website.
If you found this interesting, you might also like the editors’ previous book, Transnational Identities and Practices in English Language Teaching.