Advocacy for Social and Linguistic Justice in TESOL

Nurturing Inclusivity, Equity, and Social Responsibility in English Language Teaching
Herausgeber: Poteau, Christine E.; Winkle, Carter A.

• Gebundenes Buch

Produktbeschreibung

Recognizing the need for increased social justice in the fields of TESOL and English language teaching (ELT) globally, this volume presents a range of international case studies and empirical research to demonstrate how English language instruction can promote social and linguistic justice through advocacy-oriented pedagogies and curricula. Advocacy for Social and Linguistic Justice in TESOL adopts a critical, and evidence-based approach to identifying effective practice in ensuring inclusive and equitable learning and teaching. Chapters address emergent issues including heritage language and L1 attrition, teacher and learner identity, and linguistic colonialism, as well as wider issues such as global citizenship and human rights. Focus is placed on empowering both educators and learners as advocates of social justice and consideration is also given to how social responsibility can be supported through enhanced teacher preparation and professional development. Making a timely contribution at the intersection of advocacy, social justice, and English language teaching, this book will be key reading for postgraduate researchers, scholars, and academics in the fields of TESOL and ELT, as well as language education, applied linguistics, and the sociology of education more broadly. English language teachers and practitioners will also find this volume of interest.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 256
• Erscheinungstermin: 29. Dezember 2021
• Englisch
• Abmessung: 235mm x 157mm x 18mm
• Gewicht: 526g
• ISBN-13: 9781032064437
• ISBN-10: 1032064439
• Artikelnr.: 62573006

Autorenporträt

Christine E. Poteau is an Applied Linguist and Second Language Acquisition (SLA) specialist. Carter A. Winkle is Associate Dean of the Adrian Dominican School of Education and Associate Professor of Curriculum, Pedagogy, and Research, Barry University, USA.

Inhaltsangabe

1. Introduction: Uniting for change in TESOL Part 1: First and Heritage
Languages Matter 2. Bridging the past, present, and future: How heritage
language pedagogy can create a global and sustainable worldview in the
English classroom 3. Language loss and the ELT professional: Advocating for
additive bilingualism in the UAE 4. Representations of power and prestige
in children's multimodal narratives of linguistic identities 5. Immigrant
students in Turkey and maintenance of home languages: Teachers' beliefs and
teaching practices in public schools in Turkey Part 2: Tracing Teacher
Identities and Experiences: From Research to Realities 6. Non-native
language teacher identity across theoretical conceptions and developmental
stages of teachers: A qualitative meta-synthesis of intersections 7. From
EFL to ESL: Nonlinear development of teacher identity and expertise across
contexts 8. Moving English "beyond" development: Deemphasizing the role of
economy in global English discourse 9. Professional development for teams
of educators working with English learners with and without disabilities
Part 3: Reflecting on Approaches and Reforming Models in Language Teaching
10. Voices, perspectives, and actions of advocacy in diverse ELT contexts
11. Pre-service teachers discussing queer-inclusive pedagogies in Turkish
EFL classrooms 12. Initial English as a foreign language teacher
preparation in Chile: Reflections from theory and practice 13. TESOL
professional development through global conversations partnerships 14.
Justice in global English: Paradigm shifts and new directions 15.
Introducing Global Citizenship in Language Teacher Education through the
UN's Sustainable Development Goals