Overview

Reaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys. This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor. Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.

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Paul Chamness Iida, Ph.D., was a Professor of English for Academic Purposes at Akita International University in Akita, Japan. He received his Ph.D. from Purdue University. Dr. Iida’s research interests included critical language studies, LGBTQ+ studies, and teacher education. Erin Mikulec, Ph.D., is a Professor at Illinois State University. She was a Fulbright Scholar at the University of Helsinki in Finland and has taught English in Japan, Panama, and Vietnam. Her research interests include teacher education and international education. Mary Frances Agnello, Ph.D., is a Professor at Akita International University. She has researched and published topics surrounding political components of the literacy, language, and culture curricula recently under severe scrutiny in public schools and proposed critical and feminist literacy strategies to promote diverse student and educator success.

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