[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594262-105":59,"doc-detail-594262-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","towards-becoming-a-transnational-language-educator-article-abstract","Towards Becoming a Transnational Language Educator - Article Abstract","","The issues surrounding the personal and professional lives of TESOL educators in transnational landscapes have gained increased attention in the past decade. This study examines the experiences of non-native English-speaking (NNEST) teachers working in transnational contexts, focusing on motivations for relocation and challenges in adapting to new societies. Guided by “becoming” and informed by the “Third Space” perspective, it analyzes key turning points and ideological transformations. Findings illuminate the complex process of becoming transnational and support NNESTs by framing their experiences as pedagogical resources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/towards-becoming-a-transnational-language-educator-article-abstract/594262/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/towards-becoming-a-transnational-language-educator-article-abstract/594262.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding TESOL educators in transnational contexts?","Question",{"text":112,"@type":113},"It focuses on non-native English-speaking (NNEST) teachers’ experiences, including motivations for relocation and challenges in adapting to new societies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical ideas guide the research?",{"text":117,"@type":113},"The research is guided by the concept of “becoming” and uses the “Third Space” framework to examine ideological transformations in transnational spaces.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study define key aspects of becoming transnational?",{"text":121,"@type":113},"Becoming transnational is described as involving critical turning points that move educators closer to a continuously evolving transnational identity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594262,1792190403,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 7 (3), 2255 (2024)  \n[https://doi.org/10.29140/ajal.v7n3.2255](https://doi.org/10.29140/ajal.v7n3.2255)  \nTowards Becoming a Transnational Language Educator  \nNATALIA WRIGHT   \nCollege of Engineering and Technology, American University of the Middle East, Kuwait  \nAbstract  \nThe issues surrounding the personal and professional lives of TESOL educators in transnational landscapes have gained increased attention in the past decade. Existing research on transnationalism underscores the significance of expatriates’ experiences, particularly those who originate from ‘non-center’ and whose careers lead them to work in ‘periphery’ countries, setting their experiences apart from those of (im)migrants. This study examines the experiences of ‘non-native’ English-speaking (NNEST) teachers working in transnational contexts, their motivations for relocation, and the challenges they face in adapting to new societies. Guided by the concept of ‘becoming’, the research investigates the key turning points and types of becomings encountered by these expatriate teachers in their journeys towards a transnational identity. Drawing on theories of the ‘Third Space’, the article attempts to understand the ideological transformations that occur within transnational spaces. The findings offer insights into the complex and evolving process of becoming transnational for expatriate ‘non-native’ language educators. By understanding their journeys of self-transformation, this study contributes to the literature on transnationalism and offers valuable perspectives for policymakers and educational bodies. The outcomes of this study endeavor to enhance support for NNESTs by recognizing their transnational experiences as pedagogical resources. Keywords: transnationalism, Third Space, TESOL, non-native teacher, becoming  \nIntroduction  \nThe phenomenon of transnationalism has long been of interest in migration studies, while TESOL scholarship has only recently started focusing on this area. This change is attributed to the increased international mobility of English language teaching professionals, facilitated by the widespread adoption of English as a global lingua franca. Ever since Johnston’s (1999) investigation into teachers working abroad, there have been several efforts to better understand the lives and work of those who have chosen to work outside their countries of origin (see, for example, Barnawi & Ahmed, 2020) . However, I believe that a specific category of language  \nteachers, known as ‘non-native’1 or second language (L2) educators, has been insufficiently represented in transnational literature despite making up 80% of all TESOL teachers globally (Freeman et al., 2015). The current study aims to fill this gap by examining the experiences of‘non-native’ teachers working in transnational contexts, their motivations for relocation, and the challenges they encounter in adapting to new societies.  \nThis study is guided by the concept of ‘becoming’, which views an individual’s life as an ongoing process of growth and transformation, metaphorically akin to the metamorphosis of a butterfly. Similarly, I argue that becoming transnational involves a series of critical moments or turning points, each bringing the individual closer to a fully realized transnational identity that is constantly evolving. This metamorphosis takes place in the ‘Third Space(s)’(Bhabha, 1994), which appears physically nested between cultures defined by borders and imagined, representing sites of ideological transformations. Driven by my own experiences of expatriation, I questioned whether everyone who crosses a border becomes transnational or if some never reach this stage. Additionally, I wondered at what point individuals came to know that they had become transnational and after how many yea","cbCaivvujKDtcRFN","https://ap.wps.com/l/cbCaivvujKDtcRFN","pdf",387446,21,"English","# Introduction\n# Literature Review\n## Transnationalism in TESOL","[{\"question\":\"What does the study focus on regarding TESOL educators in transnational contexts?\",\"answer\":\"It focuses on non-native English-speaking (NNEST) teachers’ experiences, including motivations for relocation and challenges in adapting to new societies.\"},{\"question\":\"Which theoretical ideas guide the research?\",\"answer\":\"The research is guided by the concept of “becoming” and uses the “Third Space” framework to examine ideological transformations in transnational spaces.\"},{\"question\":\"How does the study define key aspects of becoming transnational?\",\"answer\":\"Becoming transnational is described as involving critical turning points that move educators closer to a continuously evolving transnational identity.\"}]","Towards Becoming a Transnational Language Educator - Article Abstract | PDF",1792078826,53]