In the last decade, international teacher recruitment has accounted for an unprecedented number of nonnative‐English‐speaking teachers (NNESTs) from around the world hired to work in public schools in urban areas in the United States. However, the worldwide trend of international teacher recruitment, and its implications for issues of language, power, and identity involving NNESTs in the United States, continue to be an underrepresented area of study. In this article, the author looks at her own journey as a Costa Rican English teaching professional recruited to work as a teacher of English for speakers of other languages (ESOL) in the United States. Using critical applied linguistics, she framed this study within the theories of linguistic imperialism and World Englishes. Through autoethnography, and more specifically narrative inquiry, she illuminates the local processes of socialization and globalization that contributed to her participation in the phenomena of international teacher recruitment, and reflects on her contestation and appropriation of the various linguistic and racial positionings that she experienced as a NNEST from Latin America in the United States and back in her country of origin. This article portrays the process of boundary‐crossing and identity expansion of one NNEST going back and forth between countries in the expanding and inner circles of World Englishes.

This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically responsive teaching (LRT) framework. We identified three distinct activity systems, each linked to specific LRT dimensions. The ways in which the components of each activity system integrated LRT have implications for both theory and practice. Specifically, our findings highlight the need for program-wide coherence in teacher preparation and for comparative analysis examining teacher education across diverse policy contexts.

The development of healthy national identifications in children and youth has important implications for the construction of democratic citizenries in culturally and linguistically diverse societies. In this comparative qualitative case study of two multicultural public schools-one in the United States and one in Costa Rica-I examined children's understandings of national identity formation. I conducted individual and focus group interviews and ethnographic observations for 12 weeks in each school. I found that children conceptualized national identity using both concrete and abstract elements. In addition, children in each school deployed particular types of narratives to talk about national identifications. Although children in both schools reported ideas of "civic nationality," children in the US school were more likely to express ideas of "ethnic nationality" (Hoyos et al., 2004). Further, children in the US school reported more cosmopolitan perspectives toward national identity than the children in the Costa Rican School. Based on the findings, I suggest expanding research to study the "national identity maps" of children in multicultural contexts.