In renewing her TESOL membership for 2008, the author noted that the membership letter stated that TESOL is a "global professional organization for English language educators." This was of particular interest as she prepared for TESOL's Bilingual Education Interest Section (BEIS) 2008 session titled "Imagining Multilingual TESOL," because on a global scale, English language educators are crucially interested in multilingualism. However, being relevant to English language educators in different parts of the world is a tall order which requires that TESOL address differences as well as commonalities in international teaching contexts (e.g., culturally embedded teacher and student roles, class size, availability of resources). Is it possible to do so? Can English language educators be relevant both globally and locally? In this article, the author addresses these questions with specific reference to multilingualism and second language learning.