Anwar Ahmed is Assistant Professor in the Department of Languages, Literatures and Linguistics at York University, Canada. Osman Barnawi is Associate Professor at the Royal Commission Colleges and Institutes, Yanbu, Saudi Arabia.

• Introduction: TESOL Teacher Education: Oscillating Between Globalization and Nationalism.- Transnationalism in TESOL Teacher Education and Applied Linguistics: Reflections and (Re)imaginations.- Transnational Professional Development Practices in TESOL Teacher Education.- Bangladeshi English Language Teachers’ Use of Transnational Teacher Training.- Assessment Literacy: Transnational Teachers’ Concepts, Practices, and Professional Development Needs.- Professional Development for Chinese EFL Teachers in Australia: Perspectives, Challenges, and Research Potentials.- The Effect of U.S. Curricular Ideologies on Mexican Transnational Pre-service English Language Teachers.- Holidays in Mexico: Developing Transnational Skills in Teaching English as a Foreign Language.- Transnationalism Contextualized in Miami: The Proposed Component of Dialectal Spanish Negotiations in Undergraduate TESOL Courses.- Engaging East African Voices for Teacher Education in the Digital Age: Exploring Transnational Virtual Collaboration.- A Transnational Peace-Education Framework of EFL Material Development for the Islamic School Context in Indonesia.- Promoting Transnational Teaching in Pre-service Language Teacher Education Programs in Japan: An Autoethnographic Approach.- TESOL Teacher Education Programs and Transnational Perspectives: Critical Reconstruction of Experiences Via Duoethnography and Autoethnography.- The Reflective Journal: A Transnational Networking Tool for (TESOL) Teachers.- Developing Teaching Expertise Through Transnational Experience: Implications for TESOL Teacher Education.- Afterword: Who Controls the Production of Knowledge? Teacher Empowerment in TESOL Teacher Education.

Anwar Ahmed is Assistant Professor in the Department of Languages, Literatures and Linguistics at York University, Canada. Osman Barnawi is Associate Professor at the Royal Commission Colleges and Institutes, Yanbu, Saudi Arabia.

• Introduction: TESOL Teacher Education: Oscillating Between Globalization and Nationalism.- Transnationalism in TESOL Teacher Education and Applied Linguistics: Reflections and (Re)imaginations.- Transnational Professional Development Practices in TESOL Teacher Education.- Bangladeshi English Language Teachers’ Use of Transnational Teacher Training.- Assessment Literacy: Transnational Teachers’ Concepts, Practices, and Professional Development Needs.- Professional Development for Chinese EFL Teachers in Australia: Perspectives, Challenges, and Research Potentials.- The Effect of U.S. Curricular Ideologies on Mexican Transnational Pre-service English Language Teachers.- Holidays in Mexico: Developing Transnational Skills in Teaching English as a Foreign Language.- Transnationalism Contextualized in Miami: The Proposed Component of Dialectal Spanish Negotiations in Undergraduate TESOL Courses.- Engaging East African Voices for Teacher Education in the Digital Age: Exploring Transnational Virtual Collaboration.- A Transnational Peace-Education Framework of EFL Material Development for the Islamic School Context in Indonesia.- Promoting Transnational Teaching in Pre-service Language Teacher Education Programs in Japan: An Autoethnographic Approach.- TESOL Teacher Education Programs and Transnational Perspectives: Critical Reconstruction of Experiences Via Duoethnography and Autoethnography.- The Reflective Journal: A Transnational Networking Tool for (TESOL) Teachers.- Developing Teaching Expertise Through Transnational Experience: Implications for TESOL Teacher Education.- Afterword: Who Controls the Production of Knowledge? Teacher Empowerment in TESOL Teacher Education.

Anwar Ahmed is Assistant Professor in the Department of Languages, Literatures and Linguistics at York University, Canada. Osman Barnawi is Associate Professor at the Royal Commission Colleges and Institutes, Yanbu, Saudi Arabia.

• Introduction: TESOL Teacher Education: Oscillating Between Globalization and Nationalism.- Transnationalism in TESOL Teacher Education and Applied Linguistics: Reflections and (Re)imaginations.- Transnational Professional Development Practices in TESOL Teacher Education.- Bangladeshi English Language Teachers’ Use of Transnational Teacher Training.- Assessment Literacy: Transnational Teachers’ Concepts, Practices, and Professional Development Needs.- Professional Development for Chinese EFL Teachers in Australia: Perspectives, Challenges, and Research Potentials.- The Effect of U.S. Curricular Ideologies on Mexican Transnational Pre-service English Language Teachers.- Holidays in Mexico: Developing Transnational Skills in Teaching English as a Foreign Language.- Transnationalism Contextualized in Miami: The Proposed Component of Dialectal Spanish Negotiations in Undergraduate TESOL Courses.- Engaging East African Voices for Teacher Education in the Digital Age: Exploring Transnational Virtual Collaboration.- A Transnational Peace-Education Framework of EFL Material Development for the Islamic School Context in Indonesia.- Promoting Transnational Teaching in Pre-service Language Teacher Education Programs in Japan: An Autoethnographic Approach.- TESOL Teacher Education Programs and Transnational Perspectives: Critical Reconstruction of Experiences Via Duoethnography and Autoethnography.- The Reflective Journal: A Transnational Networking Tool for (TESOL) Teachers.- Developing Teaching Expertise Through Transnational Experience: Implications for TESOL Teacher Education.- Afterword: Who Controls the Production of Knowledge? Teacher Empowerment in TESOL Teacher Education.