1st Edition
Advocacy for Social and Linguistic Justice in TESOL Nurturing Inclusivity, Equity, and Social Responsibility in English Language Teaching
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.