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.
Recenzijas
This volume provides interdisciplinary perspectives on sociopolitical agenda in TESOL teacher education. It covers major sociopolitical issues such as native speakerism, coloniality, and achievement gap in TESOL. The volume draws on critical theories and provides useful insights into understanding and implementing various approaches towards advocacy for social justice oriented TESOL teacher education. -- Prem Phyak, Chinese University of Hong Kong, Hong Kong
Papildus informācija
Demonstrates how a sociopolitical agenda can be created and applied in TESOL teacher education to promote social justice and equity.
List of Figures
List of Tables
List of Contributors
Series Editor Foreword
Foreword: On Developing Fluency in Humaning, Maggie Kubanyiova (Leeds
University, UK)
1. Introduction: A Sociopolitical Agenda for TESOL Teacher Education and Why
It Matters, Peter I. De Costa (Michigan State University, USA) and Özgehan
Ustuk (Balikesir University, Turkey)
Part I: Theoretical Underpinnings of the Sociopolitical Agenda
2. The Imperative of Language Teacher Leadership in an Unjust World, Dudley
Reynolds (Carnegie Mellon University, Qatar)
3. Pedagogical and Conceptual Principles of Teacher Professional Learning in
TESOL: Teacher Stories from Turkey, Kenan Dikilitas (University of Stavanger,
Norway) and Irem Ēomoglu (Dokuz Eylul University, Turkey)
4. (Non)Native Speakerism in English Language Teaching: Changing
Perspectives, Resilient Discourses, and Missing Links, Ali Fuad Selvi
(University of Alabama, USA)
5. Critical engagement with achievement gap discourses and data: Narrowing or
not?, Jamie L. Schissel (University of North Carolina at Greensboro, USA) and
Nancy H. Hornberger (University of Pennsylvania, USA)
Part II: Setting the Sociopolitical Agenda
6. Figuring out my end game: Supporting Novice ESOL Teachers Emerging
Identities as Humanizing Practitioners and Advocates through Peer
Interaction, Megan Madigan Peercy (University of Maryland College Park, USA),
Danielle Gervais Sodani (University of Maryland College Park, USA) and Wyatt
Hall (Georgia Gwinnett College, USA)
7. Implementing an Intersectional Pedagogy in a TESOL Methods Course: A
Narrative Approach, Hayriye Kayi-Aydar (University of Arizona, USA)
8. Teacher Identity in Critical Autoethnographic Narrative: Making Sense of
The Political In The Personal, Bedrettin Yazan (University of Texas at San
Antonio, USA)
9. Developing Decolonizing Language Teachers in Colonial Sociopolitical
Contexts, Mario E. López-Gopar, Vilma Huerta Cordova, William M. Sughrua,
Juan Ignacio Martķnez Martķnez and Denisse Zįrate Rķos (Universidad Autónoma
Benito Juįrez de Oaxaca, Mexico)
Afterword: Interrogating and Destabilizing the Canon of TESOL Teacher
Education, Peter Sayer (Ohio State University, USA)
Index
Peter I. De Costa is Associate Professor of Linguistics and Education at Michigan State University, USA.
Özgehan Ustuk is a Postdoctoral Fellow at the Hong Kong Polytechnic University, Hong Kong.
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