'In a scholarly world where only certain voices are amplified, the editors of Humanizing Language Teaching and Language Teacher Education in Transnational Spaces have accomplished something remarkable: bringing together diverse personal, professional, and scholarly perspectives that foreground equitable, sensitive, and responsive pedagogies. I read this collection with great interest, appreciating how each chapter illuminates humanizing approaches to language education across varied contexts. I highly recommend this volume to teachers, researchers, pracademics, and all language education stakeholders, who will find insights that resonate with their realities and expand their understanding of how humanizing practices can take shape in their contexts.'

Leonardo Veliz, University of New England, Australia

'Humanizing Language Teaching and Teacher Education in Transnational Spaces is a timely and vital contribution to the field. The editors and contributors bring together powerful narratives, autoethnographies, and critical reflections that foreground practitioner voices across transnational, intercultural, and marginalized contexts. By weaving together perspectives often silenced in mainstream scholarship, the volume advances a vision of language teaching and teacher education as deeply humanizing, relational, and transformative work. This book will inspire scholars, practitioners, and policymakers alike to reimagine the profession with justice, equity, and solidarity at its core.'

Luis Javier Pentón Herrera, VIZJA University, Poland

'Identity politics and rights discourses have generated a much-needed appreciation of the voices and values of minoritized students and teachers in language education. However, these negotiations and struggles have also been stressful to everyone. What we need are humanizing approaches that cultivate healing and mutual care among groups in social and educational spaces. The authors in this collection write from personal experience to humanize language education relationships and practices.'

Suresh Canagarajah, Penn State University, USA

'This volume takes the already empirically understood perspective that language teacher identity affects classroom practices and brings it to today's transnational world while also providing insight into the potential of where our field could move tomorrow. By bridging the traditional researcher-practitioner divide, the pracademic contributors of this volume illustrate through empirically-grounded tools how educators' lived experiences shape their pedagogical legacies, whether it is being Global South-based in an historically Global North-focused field, queer among assumed heteronormativity, or ethnically diverse in a predominantly white-defaulted educational space.'

Drew Fagan, University of Maryland, USA