Foreword, Debra Suarez (Independent Researcher and President-Elect, TESOL International Association)
1. Autoethnography, English language education, and Latin America: Rationale and introduction to the volume, Raúl Alberto Mora (Universidad Pontificia Bolivariana (UPB, Colombia)) and Luis Javier Pentón Herrera (Akademia Ekonomiczno-Humanistyczna w Warszawie, Poland)
2. Unveiling identities through collaborative autoethnography, Ana Cecilia Cad (Universidad Nacional de Córdoba, Argentina), Vanesa Cladera (Universidad Autonoma de Entre Ríos, Argentina), & María de los Ángeles Bortagaray (Universidad Autonoma de Entre Ríos, Argentina)
3. Teaching Aymara and English in a multilingual Bolivia: A duoethnographic account from two language teachers with a struggling professional identity, Beatriz Erazo (Universidad Mayor de San Andrés, Bolivia and Universidad Católica Boliviana, Bolivia) & Rita Flores (Universidad Mayor de San Andrés, Bolivia & Universidad Pública de El Alto, Bolivia)
4. Flapping butterflies' wings: A collaborative ethnographic account in language teacher education in Brazil, Larissa Borges (Universidade Federal do Pará, Brazil), Walkyria Magno e Silva (Universidade Federal do Pará, Brazil), & Eduardo Castro (Kanda University of International Studies, Japan)
5. Knitting narratives: A duoethnographic exploration in the journey to becoming English language teacher educators, Malba Barahona (Pontificia Universidad Católica de Chile) & Daniela Appelgren (Universidad Diego Portales, Chile)
6. Turning ourselves inside out: A collaborative autoethnography of showing our aches and pains but also gains of being English language teacher educators, Jairo Castañeda-Trujillo (Universidad Surcolombiana, Colombia), Carmen Helena Guerrero (Universidad Distrital Francisco José de Caldas, Colombia), & José David Largo (Fundación Universitaria Juan N. Corpas, Colombia)
7. Identity and agency unplugged: A duoethnography on being a Costa Rican English language teacher educator, Lena Barrantes Elizondo (Universidad Nacional, Sede Regional Brunca, Costa Rica) & Joshua Gordon (University of Northern Iowa, USA)
8. Driving professional practice in teacher education for innovative success in a challenging context: A duoethnography, Isora Justina Enríquez O´Farrill (University of Pedagogical Sciences Enrique José Varona, Cuba) & Eduardo Garbey Savigne (University of Medical Sciences of Havana, Cuba)
9. A collaborative autoethnography of democratizing access to English teaching in the Dominican Republic's public schools, Laura Baecher (Kean University, USA), Beth Clark-Gareca (Binghamton University, USA), & Luz Andujar de Jesus (Binghamton University, USA)
10. Mapping trajectories: A trio-ethnographic study on the pursuit of professional development of three women language teacher-educators, Tammy Fajardo Dack, Juanita Argudo-Serrano, & Monica Abad-Celleri (Universidad de Cuenca, Ecuador)
11. Access to education: A duoethnographic account of the eternal pursuit of bridging the gap and providing access to opportunities, Grazzia Mendoza (University of Wisconsin-Madison, USA) & Juana de Ayestas (Zamorano University, Honduras)
12. Our professional development journeys: A duoethnographic research, Araceli Salas and Marisol Guzmán Cova (Benemerita Universidad Autonoma de Puebla, México)
13. Educational Innovation in English Language Teaching: Autoethnography Reflections from a Public University in Nicaragua, Julio Roa Rocha and Marjorie Gómez Talavera (Universidad Nacional Autonoma de Nicaragua)
14. My teacher no habla inglés: A duoethnography dialogue of triumphs and challenges in Panamá, Juan Ríos Vega (Bradley University, USA) & Roberto Arroyo
15. An open-access collaborative textbook experience: A duoethnographic study of teaching English in global contexts, Valentina Canese (Universidad Nacional de Asunción, Paraguay) & Susan Spezzini (University of Alabama at Birmingham, USA)
16. Empowering voices: The educational trajectory of 2 Peruvian English-language educators, Glenda Gallardo (Universidad de Lima and Universidad Peruana de Ciencias Aplicadas, Perú) & Karen A. Meza Fernandez (Harvard University Graduate School of Education, USA)
17. Reparative counterstories: An autoethnographic narrative on queer texts in the Puerto Rican English language classroom, Gabriel T. Acevedo (Arizona State University, USA)
18. Venezuelan socialism and the destruction of English language education: An Autoethnographic account, José Franco (Lexington School District Four, South Carolina, USA)
Afterword, Luciana C. de Oliveira (Virginia Commonwealth University, USA)