ABSTRACT
Transnational realities require attention to the physical and liminal spaces (Canagarajah, 2018) for human activity by moving beyond established categorical and territorialized views of language, writing, and identity. Drawing on the notion of “consequential transition” (Beach, 1999), this study describes the lived experiences and identity transformations of three multilingual teachers of writing in a US first-year composition context. By understanding how teachers interact and negotiate their identities in transnational spaces, this study contributes to the call for teacher education paradigms from a poststructuralist and translingual perspective. Specifically, it uses constructivist grounded theory and three ethnographically oriented case studies to shed light on teacher education programs as “safe space(s) for transformation” (Matsuda, 2017, p. xv) and “mediational spaces” (Golombek & Johnson, 2004) for transnational identity construction and learning.
