Multilingual TESOL: De-constructing and Re-constructing Power 'in,' 'of,' and 'for' Language Classrooms

Rethinking Power Dynamics in Multilingual TESOL: De-constructing and Re-constructing Power ‘in’, ‘of’ and ‘for’ Language Classrooms.- Part I: The Power ‘in’ Language Classrooms.- Ideological Clashes in Becoming: TESOL Student Teachers’ Attempts to Deconstruct Power in the Real and Imagined Classroom.- Whose Classroom? Teaching Reading to Multilingual Adolescents.- A Cross-Case Analysis: Latinx and Chinese Emergent Bilinguals Develop Cultural and Linguistic Identities.- (Re)constructing Power in the Language Classroom via Portfolio Assessment: Facilitating Multilingual Students’ Linguistic and Cultural Competence.- “A Multilingual Person can Cross Languages to Communicate Easily”: An Adult ‘English Learner’ makes Meaning of/from Critical Classroom Materials.- Part II: The Power ‘of’ Language Classrooms.- Language Proficiency and Linguistic Citizenship: Rethinking Multilingual TESOL through an Emotional Geography of Languages.- (Re)Creating Multilingual TESOL Classroom: Insights from Pakistani Undergraduate Education Reform Policy.- A Critical Review of Multilingual Policies and Researchers’ Voices About the Power of English in Language Classrooms in India.- Making Strides to Center Multilingual Learners: Fostering Equitable Pedagogies as Monolingual White Teachers.- Part III: The Power ‘for’ Language Classrooms.- Resisting Monolingualism through Critical Autoethnographic Narratives: Insights from Two Teacher Education Contexts.- Translanguaging in the Japanese Tertiary CLIL Classroom: Exploring Teacher Perceptions and Practices.- Decolonizing TESOL Classrooms: A Critical World Englishes-Informed Pedagogy.- Promoting Multilingualism through Jamaican Creole in the Japanese EFL Classroom: Jamaican Educators' Attitudes and Experiences.- Harnessing the Power of Language: Enhancing TESOL Classrooms through Linguistic Landscape.- Articulating Capillary Power through Humoristic Translanguaging: A Case Study on Sociolinguistics as a Multilingual TESOL Course.- Granting Agency: Re-constructing Power ‘for’ and ‘with’ Australian Aboriginal EAL/D Learners.- Tracing the Power in Multilingual Teacher and Learner Identity Construction.