1st Edition

Advocacy for Social and Linguistic Justice in TESOL Nurturing Inclusivity, Equity, and Social Responsibility in English Language Teaching

Edited By Christine E. Poteau, Carter A. Winkle Copyright 2022
    254 Pages 16 B/W Illustrations
    by Routledge

    254 Pages 16 B/W Illustrations
    by Routledge

    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.

    1 Introduction: Uniting for change in TESOL

    CHRISTINE E. POTEAU AND CARTER A. WINKLE

    Part I: 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

    PAUL MEIGHAN

    3 Language loss and the ELT professional: Advocating for additive bilingualism in the UAE

    AHMAD AL-ISSA AND LAILA S. DAHAN

    4 Representations of power and prestige in children’s multimodal narratives of linguistic identities

    NAASHIA MOHAMED

    5 Immigrant students in Turkey and maintenance of home languages: Teachers’ beliefs and teaching practices in public schools in Turkey

    DIDEM KOBAN KOÇ

    Part II: 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

    CHIEW HONG NG AND YIN LING CHEUNG

    7 From EFL to ESL: Nonlinear development of teacher identity and expertise across contexts

    ZHENJIE WENG

    8 Moving English "beyond" development: Deemphasizing the role of economy in global English discourse

    KATHARINE A. MASTERS

    9 Professional development for teams of educators working with English learners with and without disabilities

    ALLA ZAREVA, SILVANA M. R. WATSON, AND TARA DONAHUE

    PART III: Reflecting on Approaches and Reforming Models in Language Teaching

    10 Voices, perspectives, and actions of advocacy in diverse ELT contexts

    HEATHER A. LINVILLE AND POLINA VINOGRADOVA

    11 Pre-service teachers discussing queer-inclusive pedagogies in Turkish EFL classrooms

    ÖZGE GÜNEY

    12 Initial English as a foreign language teacher preparation in Chile: Reflections from theory and practice

    ERIC GÓMEZ BURGOS

    13 TESOL professional development through global conversations partnerships 

    ALIEL CUNNINGHAM AND TATIANA GOLIKOVA

    14 Justice in global English: Paradigm shifts and new directions

    AHMAD A. ALHARTHI AND HOLLY SHELTON

    15 Introducing Global Citizenship in Language Teacher Education through the UN’s Sustainable Development Goals

    RAMSÉS ORTÍN

    Biography

    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.