Osman Barnawi is Associate Professor at the Royal Commission Colleges and Institutes, Yanbu, Saudi Arabia. His research interests include the intersection(s) of language and political economy, social and education policy studies, the cultural politics of education, multilingual and multicultural studies, second language writing, and transnational education.Anwar Ahmed is an Assistant Professor in the Department of Languages, Literatures and Linguistics at York University in Canada. His current research interests are language teacher education, second language writing pedagogy, technology, and affect studies.

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• Acknowledgment Tables and figures List of contributors Introduction Osman (Othman) Barnawi, Royal Commission Colleges and Institutes, Saudi Arabia and Sardar Anwaruddin, York University, CanadaPart I: Epistemological, theoretical and historical interventions Transnationalism and education: epistemological and theoretical exercises Xiaoye You Researching transnationalism and TESOL teacher education: critical review and outlookXiaoya Sun, Weiyu Zhang, and Yin Ling Cheung Critical Engagement with Teaching EFL: Toward a Trivalent Focus on Ideology, Political Economy, and PraxisRyuko KubotaPart II: Spatial Interventions Teaching abroad during TESOL initial teacher education: The case of a project in ChinaBenjamin Luke Moorhouse Rejecting the transnational in TESOL teacher training: the propagation, spread and hybridization of a critical pedagogic register of TESOL teacher training in the Oriente Antioqueño, ColombiaPeter Browning Critical autoethnography in TESOL teacher education: A translingual and Cultural-Historical Activity Theory perspective for transnational spacesCristina Sánchez-MartínPart III: Technological and virtual interventions A Pedagogical Framework to Support Teachers in Today’s Dynamic, Digital, Intercultural and Transnational Learning EnvironmentsGeoff Lawrence Telecollaboration as translingual contact zone: teacher candidates’ translingual negotiation strategiesBedrettin Yazan, Baburhan Uzum, Sedat Akayoglu, and Latisha Mary Creating authentic contexts for transnational learning and teaching in TESOL teacher educationSarina Chugani Molina TESOL through the reflections of transnational EMI lecturers: A ROADMAPPING approach Davinia Sánchez-García and Nashwa NashaatPart IV: Policy, curricula and professional learning and development Transglocality in English Language Teacher Education: A Transnational Polyethnography of the Glendon D-TEIL Experience in CubaIara Bruz, Gustavo Moura, Ruberval Maciel, Ian Martin and Brian Morgan Transnationalism to Further Transform TESOL Education Kyle Perkins and Xuan Jiang Human Rights as a Performative Context for Transnationalism: Working with Difference in Brazilian Teacher EducationJoel Windle Doing TESOL Postgraduate Studies Overseas: Teacher Training, Studying Abroad, (and/) or a Master’s Degree?Dandan Zhu and Jim McKinley Afterword by Li Wei

Osman Barnawi is Associate Professor at the Royal Commission Colleges and Institutes, Yanbu, Saudi Arabia. His research interests include the intersection(s) of language and political economy, social and education policy studies, the cultural politics of education, multilingual and multicultural studies, second language writing, and transnational education.Anwar Ahmed is an Assistant Professor in the Department of Languages, Literatures and Linguistics at York University in Canada. His current research interests are language teacher education, second language writing pedagogy, technology, and affect studies.

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• Acknowledgment Tables and figures List of contributors Introduction Osman (Othman) Barnawi, Royal Commission Colleges and Institutes, Saudi Arabia and Sardar Anwaruddin, York University, CanadaPart I: Epistemological, theoretical and historical interventions Transnationalism and education: epistemological and theoretical exercises Xiaoye You Researching transnationalism and TESOL teacher education: critical review and outlookXiaoya Sun, Weiyu Zhang, and Yin Ling Cheung Critical Engagement with Teaching EFL: Toward a Trivalent Focus on Ideology, Political Economy, and PraxisRyuko KubotaPart II: Spatial Interventions Teaching abroad during TESOL initial teacher education: The case of a project in ChinaBenjamin Luke Moorhouse Rejecting the transnational in TESOL teacher training: the propagation, spread and hybridization of a critical pedagogic register of TESOL teacher training in the Oriente Antioqueño, ColombiaPeter Browning Critical autoethnography in TESOL teacher education: A translingual and Cultural-Historical Activity Theory perspective for transnational spacesCristina Sánchez-MartínPart III: Technological and virtual interventions A Pedagogical Framework to Support Teachers in Today’s Dynamic, Digital, Intercultural and Transnational Learning EnvironmentsGeoff Lawrence Telecollaboration as translingual contact zone: teacher candidates’ translingual negotiation strategiesBedrettin Yazan, Baburhan Uzum, Sedat Akayoglu, and Latisha Mary Creating authentic contexts for transnational learning and teaching in TESOL teacher educationSarina Chugani Molina TESOL through the reflections of transnational EMI lecturers: A ROADMAPPING approach Davinia Sánchez-García and Nashwa NashaatPart IV: Policy, curricula and professional learning and development Transglocality in English Language Teacher Education: A Transnational Polyethnography of the Glendon D-TEIL Experience in CubaIara Bruz, Gustavo Moura, Ruberval Maciel, Ian Martin and Brian Morgan Transnationalism to Further Transform TESOL Education Kyle Perkins and Xuan Jiang Human Rights as a Performative Context for Transnationalism: Working with Difference in Brazilian Teacher EducationJoel Windle Doing TESOL Postgraduate Studies Overseas: Teacher Training, Studying Abroad, (and/) or a Master’s Degree?Dandan Zhu and Jim McKinley Afterword by Li Wei

Osman Barnawi is Associate Professor at the Royal Commission Colleges and Institutes, Yanbu, Saudi Arabia. His research interests include the intersection(s) of language and political economy, social and education policy studies, the cultural politics of education, multilingual and multicultural studies, second language writing, and transnational education.Anwar Ahmed is an Assistant Professor in the Department of Languages, Literatures and Linguistics at York University in Canada. His current research interests are language teacher education, second language writing pedagogy, technology, and affect studies.

Select Guide Rating

• Acknowledgment Tables and figures List of contributors Introduction Osman (Othman) Barnawi, Royal Commission Colleges and Institutes, Saudi Arabia and Sardar Anwaruddin, York University, CanadaPart I: Epistemological, theoretical and historical interventions Transnationalism and education: epistemological and theoretical exercises Xiaoye You Researching transnationalism and TESOL teacher education: critical review and outlookXiaoya Sun, Weiyu Zhang, and Yin Ling Cheung Critical Engagement with Teaching EFL: Toward a Trivalent Focus on Ideology, Political Economy, and PraxisRyuko KubotaPart II: Spatial Interventions Teaching abroad during TESOL initial teacher education: The case of a project in ChinaBenjamin Luke Moorhouse Rejecting the transnational in TESOL teacher training: the propagation, spread and hybridization of a critical pedagogic register of TESOL teacher training in the Oriente Antioqueño, ColombiaPeter Browning Critical autoethnography in TESOL teacher education: A translingual and Cultural-Historical Activity Theory perspective for transnational spacesCristina Sánchez-MartínPart III: Technological and virtual interventions A Pedagogical Framework to Support Teachers in Today’s Dynamic, Digital, Intercultural and Transnational Learning EnvironmentsGeoff Lawrence Telecollaboration as translingual contact zone: teacher candidates’ translingual negotiation strategiesBedrettin Yazan, Baburhan Uzum, Sedat Akayoglu, and Latisha Mary Creating authentic contexts for transnational learning and teaching in TESOL teacher educationSarina Chugani Molina TESOL through the reflections of transnational EMI lecturers: A ROADMAPPING approach Davinia Sánchez-García and Nashwa NashaatPart IV: Policy, curricula and professional learning and development Transglocality in English Language Teacher Education: A Transnational Polyethnography of the Glendon D-TEIL Experience in CubaIara Bruz, Gustavo Moura, Ruberval Maciel, Ian Martin and Brian Morgan Transnationalism to Further Transform TESOL Education Kyle Perkins and Xuan Jiang Human Rights as a Performative Context for Transnationalism: Working with Difference in Brazilian Teacher EducationJoel Windle Doing TESOL Postgraduate Studies Overseas: Teacher Training, Studying Abroad, (and/) or a Master’s Degree?Dandan Zhu and Jim McKinley Afterword by Li Wei