Innovative work which will open up new ways of thinking and conceptualizing translingual pedagogies and bring new light to TESOL pedagogies and projects. This book investigates the translingual pedagogies of women and queer/non-binary transnational teachers of English in three programs in the US and Spain. By storying their pedagogies, the author demonstrates how they build and cultivate connections within (bodies, minds and spirits), with communities and with the environment around them, transgressing binary thinking and dualistic worlds. Through the experiences of these teachers, the author addresses some of the most pressing questions facing language teaching, connecting issues of colonial legacies and contemporary systems of oppression with the need for a different approach to teacher education. Building on their storying, the author proposes a pedagogy of (e)merging paths, based on relationality and collaboration.