Are TESOL professionals now fairly seen as agents of a new English-speaking empire? Or, if they wish to distance themselves from this role, are there ways of working and living that would make this differentiation clear? An international group of authors put forward their differing proposals for the development of TESOL in a world where military invasion and occupation have been added to the previous mix of globalized economic hegemony and cultural influence exercised by the US and its allies.
Recenzijas
'The outcomes of some TESOL activities are unpredictable, the ramifications going well beyond the classroom, ideally impelled by a wish to contribute to a more just world. Edge's book provides a stimulating set of ways of addressing the existential TESOL problem of whether the promotion of English abroad is merely part of the 'age of empire', however pedagogically inspired the classroom activities may be. It does not provide easy answers, but it outlines many useful pointers and strategies, and is excellent in presenting why these difficult professional concerns urgently need to be made central to TESOL's 'mission'' - Robert Phillipson, Copenhagen Business School, Denmark
| Notes on the Contributors |
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ix | |
| Background and Overview |
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xii | |
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1 Dangerous Liaison: Globalization, Empire and TESOL |
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1 | (26) |
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2 What, then, Must We Do? Or Who Gets Hurt when We Speak, Write and Teach? |
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27 | (22) |
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3 Critical Media Awareness: Teaching Resistance to Interpellation |
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49 | (16) |
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4 The (Re-)Framing Process as a Collaborative Locus for Change |
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65 | (19) |
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Branca F. Fabricio and Denise Santos |
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5 Ideology and Language: Interconnections between Neo-liberalism and English |
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84 | (20) |
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6 Non-judgemental Discourse: Role and Relevance |
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104 | (15) |
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7 Teaching Second Languages for National Security Purposes: A Case of Post-9/11 USA |
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119 | (20) |
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8 Equity and English in South African Higher Education: Ambiguity and Colonial Language Legacy |
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139 | (19) |
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9 Negotiating ELT Assumptions in EIL Classrooms |
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158 | (13) |
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| 10 Slaves of Sex, Money and Alcohol: (Re-)Locating the Target Culture of TESOL |
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171 | (24) |
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| 11 Neo-imperialism, Evangelism, and ELT: Modernist Missions and a Postmodern Profession |
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195 | (13) |
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Bill Johnston and Manka M. Varghese |
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| 12 'The Hedgehog and the Fox': Two Approaches to English for the Military |
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208 | (19) |
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| Index |
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227 | |
SARAH BENESCH Professor of English, College of Staten Island, City University of New York, USA CHRISTOPHER BRUMFIT was Chair in Applied Linguistics, School of Humanities, University of Southampton, UK BRANCA FALABELLA FABRĶCIO Lecturer at Universidade Federal do Rio de Janeiro, Brazil MARNIE HOLBOROW Lecturer in ESOL, Dublin City University, Republic of Ireland BILL JOHNSTON Associate Professor of TESOL and Applied Linguistics, Indiana University, USA JOHN KATUNICH Lecturer in the English Department of the Faculty of Foreign Studies, University of Kitakyushu, Japan RYUKO KUBOTA Associate Professor, University of North Carolina, Chapel Hill, USA B. KUMARAVADIVELU Professor of Applied Linguistics and TESOL, San Jose State University, California, USA AYA MATSUDA Assistant Professor of Applied Linguistics, University of New Hampshire, USA DENISE SANTOS Sessional Lecturer at Reading University, UK ABDEL LATIF SELLAMI Assistant Professor of Composition and Linguistics, Zayed University, Duabi, UAE MANKA M. VARGHESE Assistant Professor in Language, Literacy, and Culture, University of Washington, Seattle, USA PAUL WOODS Manages the British Council's Peacekeeping English Project in 27 countries, mainly in Central/Eastern Europe and Central Asia
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