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.
Author(s): De Costa De Costa (editor)
Publisher: Bloomsbury Academic
Year: 2023
Language: English
Pages: 210
Cover
Halftitle page
Critical Approaches and Innovations in Language Teacher Education
Title page
Copyright page
Contents
Figures
Tables
Series Editor Foreword
Foreword: On Developing Fluency in Humaning
1 Introduction: A Sociopolitical Agenda for TESOL Teacher Education and Why It Matters
Macro Concerns: Why They Matter
Identity Politics and Ideological Wars in the Classroom: Designing Effective Solutions
In this Volume . . .
Part One Theoretical Underpinnings of the Sociopolitical Agenda
2 The Imperative of Language Teacher Leadership in an Unjust World
Introduction
Static Perspectives on Teacher Leadership
Teacher Leadership as a Dynamic Construct
Preparing for Every Language Teacher to Lead: Acting on the Vision
Leadership is Part of Every Teacher’s Role
3 Pedagogical and Conceptual Principles of Teacher Professional Learning in TESOL: Teacher Stories from Turkey
Introduction
Language Teacher Stories from Turkey
Discussion and Implications
4 (Non)Native Speakerism in English Language Teaching: Changing Perspectives, Resilient Discourses, and Missing Links
Introduction
Towards Native Speakerism in ELT
Understanding Native Speakerism in ELT
Changing Perspectives: Understanding Nonnative Speakerism in ELT
Resilience and Persistence of Discourses in ELT
Missing Links and Future Directions: Towards a Sociopolitical Agenda for Language Teacher Education
5 Critical Engagement with Achievement Gap Discourses and Data: Narrowing or Not?
Introduction
EL Classification
Test Construction and Score Interpretation
Achievement Gap Discourses and Data
Summary Thoughts
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
Introduction
Background and Theoretical Framework
Methods and Data Sources
Supporting NTs’ Emerging Humanizing Practice
Discussion
Implications and Conclusion
7 Implementing an Intersectional Pedagogy in a TESOL Methods Course: A Narrative Approach
Introduction
Moving Forward
Conclusion
8 Teacher Identity in Critical Autoethnographic Narrative: Making Sense of the Political in the Personal
Introduction
Description and Implementation of Critical Autoethnographic Narrative
Methods
Findings
Discussion and Conclusion
Acknowledgments
9 Developing Decolonizing Language Teachers in Colonial Sociopolitical Contexts
Introduction
Denisse and Juan’s Six-Stage Reflexive Journey
Learning About, and From, the Community
Learning About, and From, the Children
Gaining Critical Praxicum Insights Related to Decoloniality
Conclusion
Afterword: Interrogating and Destabilizing the Canon of TESOL Teacher Education
Destabilizing Categories in Teacher Education
Critique of Global English
Language Teacher Education as Identity Work
The Sociopolitical Agenda: From Critique to Constructive Proposals
Contributors
Subject Index
