Rashi Jain is Associate Professor in the Department of English Language for Academic Purposes, Linguistics and Communication Studies at Montgomery College in Rockville, Maryland. Rashi has published her research in practitioner-oriented journals, including the TESOL Journal, contributed to edited volumes, and co-edited (with Bedrettin Yazan and Suresh Canagarajah) the recently published Transnational Identities and Practices in English Language Teaching: Critical Inquiries from Diverse Practitioners and Autoethnographies in ELT Transnational Identities, Pedagogies, and Practices.

Bedrettin Yazan is Associate Professor of TESL Teacher Education/Applied Linguistics at the University of Texas at San Antonio. His research focuses on language teacher identity, teacher collaboration, language policy and planning, and World Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry, and qualitative case study. Bedrettin has an active research program and has published in Linguistics and Education, Language Teaching Research, TESOL Journal, World Englishes, and Critical Inquiry in Language Studies.

Suresh Canagarajah is Edwin Erle Sparks Professor of English, Applied Linguistics, and Asian Studies, and Director of the Migration Studies Project at Pennsylvania State University. He teaches World Englishes, Second Language Writing, and Postcolonial Studies in the departments of English and Applied Linguistics. His recent edited publication, The Routledge Handbook of Language and Migration (2019), won the 2020 AAAL best book award.

Chapter 1. Rashi Jain, Bedrettin Yazan and Suresh Canagarajah: A Critical Exploration of the Complex Research Landscape of Transnational Practices and Identities in Global ELT Settings

Part I: Transnational Practices and Identities of ELLs in the US

Chapter 2. Jungmin Kwon: Understanding Transnational Childhoods Through Young Immigrant Children's Photographs

Chapter 3. Semi Yeom: "I'm not belonged": Examining Transnational Undergraduate Students' Sense of Belonging as English Learners

Chapter 4. Hatice Altun: Dubious Battle in "Otherness": Pride or Shame

Chapter 5. Ufuk Keles and Bedrettin Yazan: Transnational Socialization of a Graduate Student from Turkey: Negotiating Identities, Asserting Agency, and Navigating Emotions

Part II: Transnationals Practitioners and Participants in Global Contexts Beyond the US

Chapter 6. Ozgehan Ustuk and Peter I. De Costa: "Started working as a global volunteer...": Developing Professional Transnational Habitus Through Erasmus+

Chapter 7. Tabitha Kidwell: Intercultural Experience and Transnational Culture Education: A Case Study of One Novice Teacher's Personal and Professional Development

Chapter 8. David Martínez-Prieto and Kristen Lindahl: National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges

Chapter 9. Emrah Cinkara: Syrian Immigrants as Transnational TESOL Practitioners in Turkey

Part III: Transnational Practices and Identities of TESOL Practitioners in the US

Chapter 10. Kyung Min Kim: A Korean-American Teacher's Journey of Professionalization: A TESOL Teacher Educator's Identity Formation Across Transnational Contexts

Chapter 11. Pei Chia (Wanda) Liao: Two Transnational and Translingual TESOL Practitioners in the United States: Their Capital and Agency

Chapter 12. Min-Seok Choi, Tamara Mae Roose, & Christopher E. Manion: Teaching as Transnational Spaces: Exploring the Teacher Identity Construction of International Graduate Teaching Associates of Second-Year Writing Courses

Chapter 13. Willa Black, Danning Liang, and Gloria Park: Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Pre-service English Language Teachers

An Afterword. Rashi Jain, Bedrettin Yazan and Suresh Canagarajah