José Aldemar Álvarez V., Universidad del Valle, Colombia, USACathy Amanti, Georgia State University, USAShireen Keyl, Utah State University, USAErin Mackinney, Roosevelt University, USA

• Preface.Chapter 1. English Around the Globe and Translocal Flows; José Aldemar Álvarez V.Part I. English Language Users And Identity Positionings.Chapter 2. Framing Learners' Identity Through Semiotic Designs on Social Networking Sites for Language Learning; José Aldemar Álvarez V.Chapter 3. “I Translate Everything in My Head”: Maintaining Bilingualism in a U.S. Middle School; Erin Mackinney.Chapter 4. The Role of the EFL Classroom in Maintaining Multilingual Identities: Issues and Considerations in Sør-Trøndelag Public Schools; Anna Krulatz and Eivind Nessa Torgersen.Chapter 5. Language Learning Perspectives and Experiences of Black English Speaking Stakeholders in the Community of Flowers Bay, Roatan, Honduras; Carla McNelly.Part II. Language Ideologies, Hierarchies, And Social Practice.Chapter 6. “What! You Don't Know English?”: Producing, Reproducing, and Resisting Dominant English Ideologies in a Mexican High School; Cathy Amanti.Chapter 7. “They Just Have the ‘Foreigner Face’”: Ideologies of Ethnicity, Nationality, Native-Speakerism, and English in Taiwan; Charles Brown.Chapter 8. Legacies of Language Ideology in Alaska; Jennifer Stone.Chapter 9. English, Arabic, and “Good Teaching”: How Language Ideologies Shape L2 Teachers' Discourses About Teaching and Learning; Thomas Deus.Part III. English, NGOs, And Development.Chapter 10. Learning English in the Margins: Migrant Worker Knowledge Production in Beirut's NGO Spaces; Shireen Keyl.Chapter 11. “I Cannot Stay Idle in This Community”: Translocal Investments in ELT for Refugee Resettlement; Katherine Silvester.Chapter 12. A Pedagogy of Enthusiasm: A Critical View of English-Language Voluntourism; Cora Jakubiak.Chapter 13. Concluding Commentary; Cathy Amanti.About the Editors.

José Aldemar Álvarez V., Universidad del Valle, Colombia, USACathy Amanti, Georgia State University, USAShireen Keyl, Utah State University, USAErin Mackinney, Roosevelt University, USA

• Preface.Chapter 1. English Around the Globe and Translocal Flows; José Aldemar Álvarez V.Part I. English Language Users And Identity Positionings.Chapter 2. Framing Learners' Identity Through Semiotic Designs on Social Networking Sites for Language Learning; José Aldemar Álvarez V.Chapter 3. “I Translate Everything in My Head”: Maintaining Bilingualism in a U.S. Middle School; Erin Mackinney.Chapter 4. The Role of the EFL Classroom in Maintaining Multilingual Identities: Issues and Considerations in Sør-Trøndelag Public Schools; Anna Krulatz and Eivind Nessa Torgersen.Chapter 5. Language Learning Perspectives and Experiences of Black English Speaking Stakeholders in the Community of Flowers Bay, Roatan, Honduras; Carla McNelly.Part II. Language Ideologies, Hierarchies, And Social Practice.Chapter 6. “What! You Don't Know English?”: Producing, Reproducing, and Resisting Dominant English Ideologies in a Mexican High School; Cathy Amanti.Chapter 7. “They Just Have the ‘Foreigner Face’”: Ideologies of Ethnicity, Nationality, Native-Speakerism, and English in Taiwan; Charles Brown.Chapter 8. Legacies of Language Ideology in Alaska; Jennifer Stone.Chapter 9. English, Arabic, and “Good Teaching”: How Language Ideologies Shape L2 Teachers' Discourses About Teaching and Learning; Thomas Deus.Part III. English, NGOs, And Development.Chapter 10. Learning English in the Margins: Migrant Worker Knowledge Production in Beirut's NGO Spaces; Shireen Keyl.Chapter 11. “I Cannot Stay Idle in This Community”: Translocal Investments in ELT for Refugee Resettlement; Katherine Silvester.Chapter 12. A Pedagogy of Enthusiasm: A Critical View of English-Language Voluntourism; Cora Jakubiak.Chapter 13. Concluding Commentary; Cathy Amanti.About the Editors.

José Aldemar Álvarez V., Universidad del Valle, Colombia, USACathy Amanti, Georgia State University, USAShireen Keyl, Utah State University, USAErin Mackinney, Roosevelt University, USA

• Preface.Chapter 1. English Around the Globe and Translocal Flows; José Aldemar Álvarez V.Part I. English Language Users And Identity Positionings.Chapter 2. Framing Learners' Identity Through Semiotic Designs on Social Networking Sites for Language Learning; José Aldemar Álvarez V.Chapter 3. “I Translate Everything in My Head”: Maintaining Bilingualism in a U.S. Middle School; Erin Mackinney.Chapter 4. The Role of the EFL Classroom in Maintaining Multilingual Identities: Issues and Considerations in Sør-Trøndelag Public Schools; Anna Krulatz and Eivind Nessa Torgersen.Chapter 5. Language Learning Perspectives and Experiences of Black English Speaking Stakeholders in the Community of Flowers Bay, Roatan, Honduras; Carla McNelly.Part II. Language Ideologies, Hierarchies, And Social Practice.Chapter 6. “What! You Don't Know English?”: Producing, Reproducing, and Resisting Dominant English Ideologies in a Mexican High School; Cathy Amanti.Chapter 7. “They Just Have the ‘Foreigner Face’”: Ideologies of Ethnicity, Nationality, Native-Speakerism, and English in Taiwan; Charles Brown.Chapter 8. Legacies of Language Ideology in Alaska; Jennifer Stone.Chapter 9. English, Arabic, and “Good Teaching”: How Language Ideologies Shape L2 Teachers' Discourses About Teaching and Learning; Thomas Deus.Part III. English, NGOs, And Development.Chapter 10. Learning English in the Margins: Migrant Worker Knowledge Production in Beirut's NGO Spaces; Shireen Keyl.Chapter 11. “I Cannot Stay Idle in This Community”: Translocal Investments in ELT for Refugee Resettlement; Katherine Silvester.Chapter 12. A Pedagogy of Enthusiasm: A Critical View of English-Language Voluntourism; Cora Jakubiak.Chapter 13. Concluding Commentary; Cathy Amanti.About the Editors.