A Sociopolitical Agenda for TESOL Teacher Education
- 208 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
A Sociopolitical Agenda for TESOL Teacher Education
About this book
Teaching English to Speakers of Other Languages (TESOL) sits at the nexus of constant change, which makes it vitally important for language teachers to engage in continuous development and keep abreast of the sociopolitical milieu in which they are embedded. However, most teacher education activities are often associated with what is perceived as best practices that are expected to be adopted
(often uncritically) for classroom application and practice, with the intention of training teachers to become technicians in their respective classrooms. In reality, TESOL practitioners often find themselves
in situations that require them to be reflexive practitioners and to negotiate sites of political struggles and social injustice. Given that a socially situated understanding of TESOL teacher education is often overlooked, this volume highlights the sociopolitical dimensions of TESOL teacher education. In Part 1, the authors introduce the theoretical underpinnings of the sociopolitical agenda proposed by this volume. Building on these theories, Part 2 realizes the proposed agenda by situating it within actual TESOL teacher education contexts that are characterized by power imbalances and neoliberally inflected educational injustices.
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Information
Table of contents
- Cover
- Half-Title Page
- Series Page
- Title Page
- Contents
- List of Figures
- List of Tables
- Series Editor Foreword
- Foreword: On Developing Fluency in Humaning
- 1 Introduction: A Sociopolitical Agenda for TESOL Teacher Education and Why It Matters
- Part One Theoretical Underpinnings of the Sociopolitical Agenda
- 2 The Imperative of Language Teacher Leadership in an Unjust World
- 3 Pedagogical and Conceptual Principles of Teacher Professional Learning in TESOL: Teacher Stories from Turkey
- 4 (Non)Native Speakerism in English Language Teaching: Changing Perspectives, Resilient Discourses, and Missing Links
- 5 Critical Engagement with Achievement Gap Discourses and Data: Narrowing or Not?
- Part Two Setting the Sociopolitical Agenda
- 6 “Figuring Out My End Game”: Supporting Novice ESOL Teachers’ Emerging Identities as Humanizing Practitioners and Advocates through Peer Interaction
- 7 Implementing an Intersectional Pedagogy in a TESOL Methods Course: A Narrative Approach
- 8 Teacher Identity in Critical Autoethnographic Narrative: Making Sense of the Political in the Personal
- 9 Developing Decolonizing Language Teachers in Colonial Sociopolitical Contexts
- Afterword: Interrogating and Destabilizing the Canon of TESOL Teacher Education
- List of Contributors
- Subject Index
- Copyright