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Author: Peter Sayer
Publisher: Routledge
ISBN: 0415897734
Category : Education
Languages : en
Pages : 260
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Book Description
The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca, it documents how ordinary practices of language educators are shaped by their social context, and examines the roles, identities, and ideologies that teachers create in order to navigate and negotiate their specific context. It is unique in bringing together several current theoretical and methodological developments in TESOL and applied linguistics: the performance of language ideologies and identities, critical TESOL pedagogy and research, and ethnographic methods in research on language learning and teaching. Balancing and blending descriptive reporting of the teachers and their contexts with a theoretical discussion which connects their local concerns and practices to broader issues in TESOL in international contexts, it allows readers to appreciate the subtle complexities that give rise to the "tensions and ambiguities" in EFL teachers' professional lives.
Author: Peter Sayer
Publisher: Routledge
ISBN: 0415897734
Category : Education
Languages : en
Pages : 260
Get Book
Book Description
The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca, it documents how ordinary practices of language educators are shaped by their social context, and examines the roles, identities, and ideologies that teachers create in order to navigate and negotiate their specific context. It is unique in bringing together several current theoretical and methodological developments in TESOL and applied linguistics: the performance of language ideologies and identities, critical TESOL pedagogy and research, and ethnographic methods in research on language learning and teaching. Balancing and blending descriptive reporting of the teachers and their contexts with a theoretical discussion which connects their local concerns and practices to broader issues in TESOL in international contexts, it allows readers to appreciate the subtle complexities that give rise to the "tensions and ambiguities" in EFL teachers' professional lives.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 259
Get Book
Book Description
The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca, it documents how ordinary practices of language educators are shaped by their social context, and examines the roles, identities, and ideologies that teachers create in order to navigate and negotiate their specific context. It is unique in bringing together several current theoretical and methodological developments in TESOL and applied linguistics: the performance of language ideologies and identities, critical TESOL pedagogy and research, and ethnographic methods in research on language learning and teaching. Balancing and blending descriptive reporting of the teachers and their contexts with a theoretical discussion which connects their local concerns and practices to broader issues in TESOL in international contexts, it allows readers to appreciate the subtle complexities that give rise to the "tensions and ambiguities" in EFL teachers' professional lives.
Author: Peter Sayer
Publisher: Routledge
ISBN: 1136635432
Category : Education
Languages : en
Pages : 260
Get Book
Book Description
The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca, it documents how ordinary practices of language educators are shaped by their social context, and examines the roles, identities, and ideologies that teachers create in order to navigate and negotiate their specific context. It is unique in bringing together several current theoretical and methodological developments in TESOL and applied linguistics: the performance of language ideologies and identities, critical TESOL pedagogy and research, and ethnographic methods in research on language learning and teaching. Balancing and blending descriptive reporting of the teachers and their contexts with a theoretical discussion which connects their local concerns and practices to broader issues in TESOL in international contexts, it allows readers to appreciate the subtle complexities that give rise to the “tensions and ambiguities” in EFL teachers’ professional lives.
Author: Zia Tajeddin
Publisher: Taylor & Francis
ISBN: 1040004261
Category : Education
Languages : en
Pages : 321
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Book Description
Addressing the critical issue of teacher identity tensions, this edited volume looks at the tensions between teachers’ instructional beliefs, values, and priorities, and the contextual constraints and requirements. It examines how teachers deal with these tensions to avoid demotivation and burnout, which play a significant role in identity construction. Tensions are inseparable from growth and transformation but have the potential to disrupt teacher identity construction. Therefore, continual efforts to resolve tensions in teaching are inevitable. The process of resolution or reconciliation might be extended, and teachers could need support in that process to minimize the possible negative impacts on their identities. This process can simultaneously generate positive outcomes for teachers’ growth and learning. Therefore, how teachers perceive, respond to, and grapple with tensions are critical experiences that offer windows into the complexities of teacher identity negotiation. The volume paints a picture of the personal, professional, and political dimensions of teacher identity tensions in various international contexts. The chapters draw on empirical studies with clear pedagogical implications to illustrate what identity tensions language teachers face in and outside the classroom during their career trajectory, how language teachers cope with identity tensions in their professional life, and how teacher educators can integrate identity tensions into teacher learning activities. This book is beneficial for students and lecturers in applied linguistics, educational linguistics, and educational psychology. It will also be helpful of interest to teacher educators, teacher education researchers, teacher supervisors, and MA and doctoral students interested in research on language teacher identity.
Author: Rashi Jain
Publisher: Channel View Publications
ISBN: 1788927494
Category : Language Arts & Disciplines
Languages : en
Pages : 339
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Book Description
This edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities – ‘home’ and ‘host’ – and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors’ own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.
Author: Bedrettin Yazan
Publisher: Springer
ISBN: 3319729209
Category : Education
Languages : en
Pages : 302
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Book Description
This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue.
Author: Hanh thi Nguyen
Publisher: Multilingual Matters
ISBN: 1788922905
Category : Language Arts & Disciplines
Languages : en
Pages : 280
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Book Description
This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners’ development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers.
Author: MaryAnn Christison
Publisher: Routledge
ISBN: 1135098581
Category : Foreign Language Study
Languages : en
Pages : 279
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Book Description
What English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes). Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula—linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning. Features • Situated in current research in the field of English language teaching and other disciplines that inform it • Sample data, including classroom vignettes • Three kinds of activities/tasks: Reflect, Explore, and Expand
Author: Pu Hong
Publisher: Routledge
ISBN: 1136211977
Category : Education
Languages : en
Pages : 144
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Book Description
Providing an East-West flow of language teaching knowledge and know-how to balance prevailing Western-centric perspectives, this book is an in-depth investigation of the impact of Western-based language teacher education on the pedagogy and practice of Chinese English language teachers who received their training in Western institutions or those that emphasize Western-based teaching approaches. A significant and growing number of these teachers will influence millions of language learners in China over the next decades. The Pedagogy and Practice of Western-trained Chinese English Language Teachers: Forefronts Chinese teachers’ voices and experiences in the context of their workplaces and classrooms Connects and balances theory and practice using a sociocultural lens Discusses the Chinese government’s policies on the training of teachers and analyzes them in terms of their impact on both American and Chinese higher education institutions This is a must read book for anyone interested in learning theory adopted from a Western perspective and applied within an Asian setting.
Author:
Publisher: BRILL
ISBN: 9004549641
Category : Education
Languages : en
Pages : 273
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Book Description
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.
