Ethan Trinh – författare

This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia.Through 12 select contributions, the book examines the intersection of identity work and emotional labor in the doctoral student journey, sharing insights into the potential of autoethnography for self-reflection, community building, and healing in doctoral studies. Contributors examine their doctoral journeys through personal narratives and testimonials to understand their own experiences, agency, identity, and emotions, encouraging current or former doctoral students to engage in the critical reflection of their own experiences. Chapters are divided into four themes: interrelating multiple identities, navigating and negotiating in-betweenness, engaging emotions and wellbeing, and establishing support systems. Offering unique perspectives from a global spread of Ph.D. candidates, this book will be highly relevant reading for researchers and prospective or current doctoral students of applied linguistics, language education, TESOL, and LOTE. It will also be of interest to those interested in higher education, dissertation research, and autoethnography as a method.

This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia.Through 12 select contributions, the book examines the intersection of identity work and emotional labor in the doctoral student journey, sharing insights into the potential of autoethnography for self-reflection, community building, and healing in doctoral studies. Contributors examine their doctoral journeys through personal narratives and testimonials to understand their own experiences, agency, identity, and emotions, encouraging current or former doctoral students to engage in the critical reflection of their own experiences. Chapters are divided into four themes: interrelating multiple identities, navigating and negotiating in-betweenness, engaging emotions and wellbeing, and establishing support systems. Offering unique perspectives from a global spread of Ph.D. candidates, this book will be highly relevant reading for researchers and prospective or current doctoral students of applied linguistics, language education, TESOL, and LOTE. It will also be of interest to those interested in higher education, dissertation research, and autoethnography as a method.

This edited volume brings the important topic of teacher well-being to the fore, presenting a range of high quality and cutting-edge contributions that illuminate, advance and educate readers on the challenges and criticality of achieving teacher well-being in English language teaching (ELT). Taking Sarah Mercer’s call for action to make teacher well-being a priority in the ELT field, and adopting an ecological perspective reflective of the stance that teacher well-being is a societal duty and not a personal responsibility, the contributors present theoretically and methodologically innovative research studies from all around the world. The term ‘teacher’ is used to refer to those who deliver English instruction in a variety of formal and informal educational settings and at different levels including K-12 schools, adult education, higher education, teacher education programs, and in community organizations. Chapters offer clear implications for research and practice, and explore effective practices and interventions that can contribute to the improvement of teacher well-being overall. Addressing a profession which is not only characterized as being filled with high levels of stress, but delving into specific challenges around ELT in particular, the authors crucially speak to themes around the additional emotional investment and labor which come with being an English language teacher. As such, it will appeal to academics and researchers in the field of English language teaching, including scholar-practitioners, and teacher educators.

This edited volume brings the important topic of teacher well-being to the fore, presenting a range of high quality and cutting-edge contributions that illuminate, advance and educate readers on the challenges and criticality of achieving teacher well-being in English language teaching (ELT). Taking Sarah Mercer’s call for action to make teacher well-being a priority in the ELT field, and adopting an ecological perspective reflective of the stance that teacher well-being is a societal duty and not a personal responsibility, the contributors present theoretically and methodologically innovative research studies from all around the world. The term ‘teacher’ is used to refer to those who deliver English instruction in a variety of formal and informal educational settings and at different levels including K-12 schools, adult education, higher education, teacher education programs, and in community organizations. Chapters offer clear implications for research and practice, and explore effective practices and interventions that can contribute to the improvement of teacher well-being overall. Addressing a profession which is not only characterized as being filled with high levels of stress, but delving into specific challenges around ELT in particular, the authors crucially speak to themes around the additional emotional investment and labor which come with being an English language teacher. As such, it will appeal to academics and researchers in the field of English language teaching, including scholar-practitioners, and teacher educators.

Multilingual Leadership in TESOL addresses issues related to leadership by and for multilingual individuals in the field. Chapters in this edited volume provide a strong theoretical grounding for multilingual leadership, use case studies and autoethnographies to showcase multilingual leaders’ backgrounds, and discuss challenges and opportunities for current and future leaders in TESOL. Presenting a wide view of leadership development in the field, this book includes contributions from top scholars from over a dozen countries, ethnicities and language backgrounds.Bringing together the dual focus on multilingualism and leadership, this is essential reading for scholars, researchers and future leaders in TESOL and applied linguistics.

Multilingual Leadership in TESOL addresses issues related to leadership by and for multilingual individuals in the field. Chapters in this edited volume provide a strong theoretical grounding for multilingual leadership, use case studies and autoethnographies to showcase multilingual leaders’ backgrounds, and discuss challenges and opportunities for current and future leaders in TESOL. Presenting a wide view of leadership development in the field, this book includes contributions from top scholars from over a dozen countries, ethnicities and language backgrounds.Bringing together the dual focus on multilingualism and leadership, this is essential reading for scholars, researchers and future leaders in TESOL and applied linguistics.

At a pivotal moment in Vietnamese history, this pioneering collection brings together a new generation of Vietnamese scholars—both within Vietnam and in the diaspora—to examine how gender and sexualities are lived, taught, expressed, understood, and resisted in contemporary Vietnamese society. Moving beyond the dominance of Global North epistemologies that have long shaped scholarship in this field, it centers Vietnamese voices to explore how gender and sexuality issues are discussed and framed pedagogically in Vietnamese social, cultural, pedagogical, and political contexts. Through diverse methodologies ranging from critical ethnography and autoethnography to quantitative research and arts-led scholarship, contributors examine current challenges facing Vietnamese LGBTIQ+ communities and aim to offer essential insights for educators and policymakers working to support gender and sexual diversity. Together, their reflections act as both a crucial intervention in Vietnamese gender studies and a significant contribution to global scholarship on LGBTIQ+ experiences in the Global South.The book is essential reading for researchers in gender studies, Southeast Asian studies, LGBTIQ+ studies, and comparative education, as well as policymakers and advocates working toward greater inclusion and human rights.

Empowered Learning Through International Virtual Exchange is a rich and diverse collection of case studies, theoretical explorations, research projects, and best practices on international virtual exchange.International Virtue Exchange (IVE) offers a powerful alternative to traditional forms of international exchange by leveraging technology to connect individuals and institutions across the globe, providing more accessible and sustainable opportunities for cross-cultural engagement. Using authentic examples from higher education, this edited volume delves into the transformative and concrete impacts of virtual exchange in fostering global connections, removing barriers, and building bridges across cultures and nations. By highlighting successful models, identifying common challenges, and depicting real-world collaborations, these chapters aim to advance the field of IVE and inspire global institutions to adopt and support such initiatives in their own contexts.Researchers, educators, designers and technologists, and policymakers will find a wealth of replicable experiences from Australia, Brazil, the Dominican Republic, Germany, Hong Kong, Ireland, Japan, Tunisia, the United States, and elsewhere.

Empowered Learning Through International Virtual Exchange is a rich and diverse collection of case studies, theoretical explorations, research projects, and best practices on international virtual exchange.International Virtue Exchange (IVE) offers a powerful alternative to traditional forms of international exchange by leveraging technology to connect individuals and institutions across the globe, providing more accessible and sustainable opportunities for cross-cultural engagement. Using authentic examples from higher education, this edited volume delves into the transformative and concrete impacts of virtual exchange in fostering global connections, removing barriers, and building bridges across cultures and nations. By highlighting successful models, identifying common challenges, and depicting real-world collaborations, these chapters aim to advance the field of IVE and inspire global institutions to adopt and support such initiatives in their own contexts.Researchers, educators, designers and technologists, and policymakers will find a wealth of replicable experiences from Australia, Brazil, the Dominican Republic, Germany, Hong Kong, Ireland, Japan, Tunisia, the United States, and elsewhere.

This book showcases and disrupts the academic pipeline for Asian and Asian descent scholars who go through doctoral programs to their seniority in U.S. academia in Language Education. With a focus on care, mentorship, and collective healing for future Asian scholars in Language Education, the chapters in this book detail diverse experiences and strategies for overcoming inequity and power imbalance, with contributions from doctoral students and those on the tenure/tenured track or who choose alternative pathways beyond academia.Asian and Asian descent TESOL and language scholars often face conflicts, struggles, and challenges, such as belonging, isolation, marginalization, exclusion, and institutional oppression without having agency, mentorship, and self-liberation during and after their doctoral programs in the U.S-based academia. Chapters are grounded in critical, poststructural, feminist, decolonizing, and intersectional approaches to problematize and situate the interconnectedness of power, positioning, privilege/marginalization, dis/location, self-doubt, and well-being, and identities of Asian scholars in the U.S.-based contexts. Additionally, contributions problematize what “Asianness” means and its relationship with other identities in academia for Asian scholars.This book offers on-the-ground and hands-on insights and practices of Asian TESOL and language scholars and serves as a foundational text for future doctoral programs to support marginalized populations in academia, especially Asian and Asian descent students and scholars in Language Education (i.e., TESOL, Applied Linguistics, World Languages) and related fields.

This book showcases and disrupts the academic pipeline for Asian and Asian descent scholars who go through doctoral programs to their seniority in U.S. academia in Language Education. With a focus on care, mentorship, and collective healing for future Asian scholars in Language Education, the chapters in this book detail diverse experiences and strategies for overcoming inequity and power imbalance, with contributions from doctoral students and those on the tenure/tenured track or who choose alternative pathways beyond academia.Asian and Asian descent TESOL and language scholars often face conflicts, struggles, and challenges, such as belonging, isolation, marginalization, exclusion, and institutional oppression without having agency, mentorship, and self-liberation during and after their doctoral programs in the U.S-based academia. Chapters are grounded in critical, poststructural, feminist, decolonizing, and intersectional approaches to problematize and situate the interconnectedness of power, positioning, privilege/marginalization, dis/location, self-doubt, and well-being, and identities of Asian scholars in the U.S.-based contexts. Additionally, contributions problematize what “Asianness” means and its relationship with other identities in academia for Asian scholars.This book offers on-the-ground and hands-on insights and practices of Asian TESOL and language scholars and serves as a foundational text for future doctoral programs to support marginalized populations in academia, especially Asian and Asian descent students and scholars in Language Education (i.e., TESOL, Applied Linguistics, World Languages) and related fields.

This collection sits at the intersection of transnationalism, queer studies, and feminist theories, bringing refreshing perspectives on transnational language teaching and teacher education by amplifying voices from the Global South. Spanning the transnational ELT field, its pedagogical, theoretical, and empirical inquiries cover K-16+ settings across Australasia, Africa, and the Americas.Creating a critical and dialogic space to re-think the challenges and agency, struggles and growth of language teachers’ transnational identities, contributors cover topics from translingual identity and critical pedagogy to diversity advocacy and collaborative policymaking. As well as restorying the transnational identities of language teachers and teacher educations from the global south, this is a collective study in disrupting binarisms and rehumanizing pedagogy and research in global academia.