This innovative volume showcases the possibilities of autoethnography as a means of exploring the complexities of transnational identity construction for learners, teachers, and practitioners in English language teaching (ELT).

Autoethnographies in ELT: Transnational Identities, Pedagogies, and PracticesEditors: Bedrettin Yazan, Suresh Canagarajah, & Rashi JainTable of ContentsIntroduction: Autoethnography as research in ELT: Methodological challenges and affordances in the exploration of transnational identities, pedagogies, and practices * Bedrettin Yazan, Suresh Canagarajah, & Rashi JainPart 1: Traversing liminal spaces in communities, cultures, and languages *Chapter 1: Challenges and Successes in Negotiating Identity and Asserting Agency as an Irish, Transcultural, Boundary-spanning, ELT Academic *Margaret M. LiebChapter 2. Across the Atlantic and Back again: A TESOL Practitioner’s Journey from the Monolingual, through the Bilingual, to the Multilingual *Anna Krulatz Chapter 3. When My Professor Tells Me to Write Poetry in My Second Language: A Poetic Autoethnography *Fang-Yu LiaoChapter 4. Invisible Borders: On Being a Ghanaian Immigrant in the United States *Amoako KayserChapter 5. Dear Eric: An Autoethnodrama of Exploring Professional Legitimacy as a Transnational EFL Instructor *Eric K. KuPart 2: Traversing liminal spaces in academic research *Chapter 6. (Re)Imagining Myself as a Translingual, a Transnational, and a Pracademic: A Critical Autoethnographic Account *Rashi JainChapter 7. Floating on English in a Rising Sea of Globalization: Liminality, Liability, Transformation *Adnan AjšićChapter 8. Bridge Building through a Duoethnography: Stories of Nepantleras in a Land of Liberation *Ethan Trinh & Leonardo Javier Merino MéndezChapter 9. Identities of European-based Transnational Researchers in TESOL: An Ecological Perspective *Jun Jin, Sarah Mercer, Sonja Babic, & Astrid MairitschPart 3: Traversing liminal spaces of pedagogies *Chapter 10. I’m From Foreign: Transnational Identity Construction in the Journey of Being and Becoming an ESOL Educator *Sarina Chugani MolinaChapter 11. Towards Glocally Situated TESOL Practices: Collaborative Autoethnography *Soyoung Sarah Han, Mari Haneda, & Magda Madany-SaaChapter 12. Uncovering Transnational Practitioner-Researchers’ Identity and Equity-oriented Practices: A Critical Lens *Andrea Lypka & Imelda BangunChapter 13. What do we bring to "THE TABLE"? - A Visual Autoethnography of Underrepresented Asian TESOL Practitioners in the US *Suriati Abas, Suparna Bose, Yeoeun Park & Jun Takahashi

"This volume, an enjoyable read, lays out appealing stories of individuals engaged in the labor of destabilizing and negotiating their transnational and transcultural identities. The chapter narrators shine a light on ways that questions of belonging, community, connection, and identity are constituted and thrown into question against a backdrop of their own pedagogies, disciplines, and practices. Curling up with this book left me hopeful about the promise held by the proposed concept identity-as-methodology in the hands of reflective, agentive practitioners such as this group of authors."- Suhanthie Motha, University of Washington"The editors of this book have curated a stunning collection of autoethnographies, which capture the emotional, social and psychological twists and turns of living and working in transnational spaces. The narrative content is immensely readable and interesting, as well as being theoretically informed. Anyone interested in innovative methodological approaches to exploring identity should read this book." - Gary Barkhuizen, University of Auckland"In ELT, there is a growing desire for communities and methodologies of inquiry capable of traversing national, ideological and disciplinary boundaries. The potential for autoethnography to address such concerns is fully explored in this insightful book. With its rich diversity of perspectives and settings, and its attention to emotion and identity work, this inspiring collection is a most welcome resource for those seeking to transform old habits of thought and practice in second/additional language learning settings." - Brian Morgan, Glendon College, Toronto