Huseyin Uysal – författare

This book interrogates language teacher identity construction, negotiation, and meaning-making in today's ever-changing global contexts. By exploring language teacher identity through a critical lens and drawing on insights from language teachers and language teacher educators, it provides a deep understanding of how identity construction unfolds and transforms teaching practices.Its chapters use a wide range of methodologies and theoretical perspectives, including World Englishes, raciolinguistics, postcolonial theory and auto-ethnography. This wealth of international case studies moves beyond simply contrasting native and non-native speaking teachers to instead highlight their intersectional identities. This approach foregrounds and problematizes the power imbalances woven into language teaching and teacher education, documenting ways in which language teachers can advocate for themselves, their profession, students, families, and their communities. It also suggests ways of sharing innovative critical approaches at the intersection of LTI, agency, and today's complex socio-political and socio-historical contexts.

Centering Multilingual Learners in School Curriculum through Community Asset Mapping is written for educators working with culturally and linguistically diverse student populations, particularly those from historically marginalized backgrounds. It presents and explores Community Asset Mapping (CAM) as a transformative pedagogical approach that values students' lived experiences, cultural wealth, and linguistic repertoires as essential components of learning. It speaks to teachers who seek to integrate students' strengths and assets into the curriculum while challenging hierarchical structures of knowledge and language within the education system. Written by two multilingual language education professionals who draw upon their own educational journeys and rich, multifaceted experience working with multilingual learners, this book is also grounded in a post-qualitative research approach. It weaves together culturally responsive teaching, translanguaging, and community asset mapping as a co-learning practice, alongside a diverse range of critical theories and pedagogical approaches. This resource extends beyond academic scholarship; it engages with community-based initiatives, social entrepreneurship, and lived experiences to offer both a holistic perspective and a practical, action-oriented approach. Through this lens, the authors aim to equip educators with the tools to transform classrooms into more equitable and justice-driven learning spaces. Throughout the book, numerous examples and practical resources are offered to bring these ideas to life, demonstrating how CAM can be implemented in the classroom as a powerful and enriching teaching strategy. More than just a resource, this book is a call to action—an invitation for educators to embark on a collaborative journey. It embraces vulnerability, emphasizes co-learning, and celebrates the communities that shape the work of language education professionals. Through this shared effort, the authors invite educators to join them in critically reimagining education and advocating for more equitable, asset-based practices that truly honor the voices and experiences of their students. Perfect for courses such as: Multicultural and multilingual Education; Sociolinguistics; Methods and Materials in TESOL Education; Curriculum Design in Education or TESOL; Language, Culture and Society; Urban Education; Family Engagement in Education

This edited volume aims to advance a transperspectival approach (Tao & Gao, 2021) in exploring and understanding language teacher agency (Hawkins & Mori, 2018). It presents studies that illustrate methodological innovations for researching language teacher agency such as longitudinal studies and new data collection methods such as multimodal narratives and social network analysis. The studies not only delve into language teachers’ diverse advocacy actions globally but also provide actionable practices for readers to understand and implement agency in their own contexts. The book brings together contributions from scholars based in diverse global contexts, including Hong Kong, Australia, the Philippines, the United States, the Netherlands, Kazakhstan, Egypt, the United Kingdom, Japan, and Ukraine, reflecting the rich geographical and cultural diversity of language teacher agency research. Encompassing EFL, ESL, and multilingual education settings, the book illuminates the myriad ways teachers demonstrate agency in both formal and informal learning environments while advocating for their students, profession, colleagues, institutions, and themselves. Additionally, the edited volume is intended to equip the teachers of multilingual learners of English with the skills to advocate for themselves effectively. Through practical examples and strategies, this volume aims to empower educators and learners alike to navigate complex educational landscapes, advocating for change and using agency to effect positive outcomes.