Global citizenship education is an attempt to introduce into formal and non-formal education programs issues of global concern and elements of an emerging global civic culture. It aims at creating more fair, peaceful, tolerant and inclusive societies. The broad nature of global citizenship education has led to a range of interpretations and…

For better or worse, English continues to expand as the commonly shared lingua franca throughout the world. With an increasing movement of transnational students--armed with English and flowing across borders--three university professors discuss their pedagogies and ways of knowing as they engage transnational students inside Mexican university…

This article describes the ways in which study abroad experiences in international settings may help language teachers develop linguistic and cultural consciousness that ideally influence pedagogical practices in their home teaching contexts. Drawing upon the framework of critical multilingual awareness (CMLA; García, 2017), we describe three…

This paper discusses the perceptions that six English language teachers, from public schools in the south region of the state of Veracruz in Mexico, have about their particular teaching contexts. A qualitative approach was adopted, and main data collection was through semi-structured interviews. The results show that all teachers have mostly…

This article aims to highlight how those who have migrated between both Mexico and the United States, and whom will be referred to as transnationals, arrive to an understanding of their professional identity developing as English teachers throughout central Mexico. A qualitative approach was selected to explore the lived epistemologies of the…

This volume identifies, illustrates, compares, contrasts and provides informed reflective commentary on the diverse career trajectories of English language teachers, teacher educators and researchers. Increased migration and globalisation pressures have led to dramatic changes in English language teaching over the last few decades. The resulting…

This paper looks at a feature of teacher collaboration within Achinstein's (2002) micropolitics of collaboration but from an intrapersonal perspective. Results discussed feature issues of conflict, borders, and ideologies within each participating teacher rather than between teachers. Unresolved or unacknowledged intrapersonal conflict might lead…

The objective of this research was to explore the effects of language brokering upon identity formation within the family unit of students who have lived in the United States for a period of time and have come back to live in Mexico. The participants are six students that are currently undertaking a BA in TESOL (Teaching of English to Speakers of…

Over the last three decades, research has centred the attention on discrimination within TESOL motivated by issues concerning the distinction between native- and non-native English speaking teachers. However, based upon the authors' experience as English as a Foreign Language (EFL) teachers and researchers, it is claimed that discrimination in…

ESL and Language Arts teachers have noted a growing population of transnational students who--because of family migration patterns--have complex educational histories that straddle both Mexico and the US. Yet US teachers know little about the English-language training that such students receive in Mexico. This study attempts to bridge that gap,…

This article presents a multi-theoretical model to address processes of "authorship development" in the English as a foreign language teaching profession. Working within a sociocultural perspective of second-language teacher education, the authors examined six experienced nonnative English-speaking teacher-researchers. Perceptions of…

This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use…

In this study 18 Mexican teachers of English as a foreign language in Guanajuato, Mexico were asked for their professional opinion about the teaching of English to Mexican immigrant students in the U.S. Teachers responded to a questionnaire that asked about attitudes toward the U.S. educational system, ways to support Mexican immigrant students,…

Describes working with 14 Mexican English teachers for 2.5 years at an elementary school in Guadalajara to help them implement an effective whole language program. Describes how these teachers used models of rich language, familiar movies, drama creations, family stories, and their own artistic talents to enhance learning in their classrooms.…