ABSTRACT
This introduction provides an overview on the key concepts discussed in the subsequent chapters of this book. The book makes major contributions to the fields of English language teaching (ELT) and applied linguistics. It discusses identities of transnationals in language education who navigate, negotiate, reproduce, problematize, question, and/or subvert the physical and discursive borders. The book seeks to disrupt the monolingual, monocultural, and ethnocentric orientations that prevail in ELT practices and reproduce dominant discourses and power relations in academic contexts. It presents Liao’s poetic autoethnography, which discusses her experiences of negotiating her translingual identity through poetry writing pedagogy. The book investigates Lypka’s and Imelda’s use of participatory responsive inquiry as pedagogy with their language learners and teacher candidates. Their duoethnography weaves each author’s negotiation of professional identities as researcher-practitioners who are committed to advancing equity-oriented praxis in language teaching and teacher education.
