Multilingual Leadership in TESOL

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.

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.

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 U-tuk 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 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 Lía D. Kamhi-Stein