Ambiguities And Tensions In English Language Teaching / Sayer, Peter  

Público ISBD Ningún comentario para este título. Título : Ambiguities And Tensions In English Language Teaching  : Portraits Of EFL Teachers As Legitimate Speakers Tipo de documento: documento electrónico Autores: Sayer, Peter Editorial: Taylor & Francis Group Fecha de publicación: 2012 Número de páginas: xviii, 240 p. : Il.: ill., maps. Palabras clave:   English language  Study and teaching  Mexico  Oaxaca (State)  English language  Study and teaching  Social aspects  Mexico  Oaxaca (State)  English teachers  Mexico  Oaxaca (State)  English language  Social aspects. Clasificación: 428.0071/07274 Resumen: "The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca, it documents how ordinary practices of language educators are shaped by their social context, and examines the roles, identities, and ideologies that teachers create in order to navigate and negotiate their specific context. It is unique in bringing together several current theoretical and methodological developments in TESOL and applied linguistics: the performance of language ideologies and identities, critical TESOL pedagogy and research, and ethnographic methods in research on language learning and teaching. Balancing and blending descriptive reporting of the teachers and their contexts with a theoretical discussion which connects their local concerns and practices to broader issues in TESOL in international contexts, it allows readers to appreciate the subtle complexities that give rise to the "tensions and ambiguities" in EFL teachers' professional lives"-- Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/138936 Ambiguities And Tensions In English Language Teaching  : Portraits Of EFL Teachers As Legitimate Speakers [documento electrónico] / Sayer, Peter . - Taylor & Francis Group, 2012 . - xviii, 240 p. : : ill., maps. Palabras clave:   English language  Study and teaching  Mexico  Oaxaca (State)  English language  Study and teaching  Social aspects  Mexico  Oaxaca (State)  English teachers  Mexico  Oaxaca (State)  English language  Social aspects. Clasificación: 428.0071/07274 Resumen: "The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca, it documents how ordinary practices of language educators are shaped by their social context, and examines the roles, identities, and ideologies that teachers create in order to navigate and negotiate their specific context. It is unique in bringing together several current theoretical and methodological developments in TESOL and applied linguistics: the performance of language ideologies and identities, critical TESOL pedagogy and research, and ethnographic methods in research on language learning and teaching. Balancing and blending descriptive reporting of the teachers and their contexts with a theoretical discussion which connects their local concerns and practices to broader issues in TESOL in international contexts, it allows readers to appreciate the subtle complexities that give rise to the "tensions and ambiguities" in EFL teachers' professional lives"-- Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/138936

Envisioning TESOL through a Translanguaging Lens / Tian, Zhongfeng ; Aghai, Laila ; Sayer, Peter ; Schissel, Jamie L.  

Público ISBD Ningún comentario para este título. Título : Envisioning TESOL through a Translanguaging Lens : Global Perspectives Tipo de documento: documento electrónico Autores: Tian, Zhongfeng, ; Aghai, Laila, ; Sayer, Peter, ; Schissel, Jamie L., Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2020 Número de páginas: XVII, 374 p. 1 ilustraciones ISBN/ISSN/DL: 978-3-030-47031-9 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Lengua y lenguas  Multilingüismo  Enseñanza y aprendizaje de idiomas  Educación de idiomas Clasificación: 418.0071 Resumen: Para responder al giro multilingüe en la educación de idiomas, este volumen constituye un desafío al paradigma tradicional, monolingüe y hablante nativo en el campo de la enseñanza de inglés a hablantes de otras lenguas (TESOL) a través de una lente translenguaje. Los capítulos ofrecen perspectivas globales complejas, con contribuciones de los cinco continentes, para abrir conversaciones críticas sobre cómo conceptualizar e implementar el translenguaje en la formación docente y en las aulas de diversos contextos. Los investigadores muestran un compromiso compartido para transformar la profesión TESOL que valora los repertorios lingüísticos completos de profesores y alumnos. Este volumen debería resultar un recurso valioso para estudiantes, profesores e investigadores interesados ​​en la enseñanza y el aprendizaje del inglés, la lingüística aplicada, la adquisición de segundas lenguas y la justicia social. Esta es una adición bienvenida a la creciente literatura sobre translenguaje como una nueva lente sobre una variedad de temas en la educación de idiomas con un enfoque distintivo en TESOL. La perspectiva global es una verdadera fortaleza del volumen. Como prometen los editores, transformará la educación TESOL. Li Wei, catedrático de Lingüística Aplicada, Instituto de Educación de la UCL, University College London, Reino Unido. Nota de contenido: Foreword: Cutting Through the Monolingual Grip of TESOL Tradition – The Transformative Power of the Translanguaging Lens; Angel M. Y. Lin -- Envisioning TESOL through a Translanguaging Lens in the Era of Post-Multilingualism; Zhongfeng Tian, Laila Aghai, Peter Sayer, and Jamie L. Schissel -- Part I: Theorizing Translanguaging in TESOL -- Broadening the View: Taking up a Translanguaging Pedagogy with All Language-minoritized Students; Kate Seltzer, and Ofelia García -- The Need for Translanguaging in TESOL; Sabrina F. Sembiante, and Zhongfeng Tian -- Framing the Realities of TESOL Practice through a Translanguaging Lens; Graham Hall -- Part II: "No, Professor, That is Not True": First Attempts at Introducing Translanguaging to Pre-service Teachers; Elena Andrei, Amanda Kibler, and April Salerno -- Reenvisioning Second Language Teacher Education through Translanguaging Praxis; Matthew R. Deroo, Christina M. Ponzio and Peter De Costa -- Learning to Teach English for Justice from a Translanguaging Orientation; Elizabeth Robinson, Zhongfeng Tian, Elie Crief, and Maíra Lins Prado -- Pedagogical Sismo: Translanguaging Approaches for English Language Instruction and Assessment in Oaxaca, Mexico; Julio Morales, Jamie L. Schissel, and Mario López-Gopar -- Incorporating Australian Primary Students' Linguistic Repertoire into Teaching and Learning; Marianne Turner -- Translanguaging as a Decolonization Project?: Malawian Teachers' Complex and Competing Desires for Local Languages and Global English; Sunny Man Chu Lau -- Part III: Translanguaging in TESOL Classrooms -- Tower of Babel or Garden of Eden? Teaching English as a Foreign Language through a Translanguaging Lens; Mirjam Günther-van der Meij and Joana Duarte -- "Colibrí" 'Hummingbird' as Translanguaging Metaphor; Brian Seilstad and Somin Kim -- Translanguaging and Task Based Language Teaching: Crossovers and Challenges; Corinne Seals, Jonathan Newton, Madeline Ash and Bao Trang Thi Nguyen -- Translanguagingfor Vocabulary Development: A Mixed Methods Study with International Students in a Canadian English for Academic Purposes Program; Angelica Galante -- EFL Instructors' Ambivalent Ideological Stances Toward Translanguaging: Collaborative Reflection on Language Ideologies; Christian Fallas Escobar -- Chapter 15. Effects of Teachers' Language Ideologies on Language Learners' Translanguaging Practices in an Intensive English Program; Laila Aghai, Peter Sayer, and Mary Lou Vercellotti -- Conclusions: Translanguaging as Transformation in TESOL; Peter Sayer. Tipo de medio : Computadora Summary : To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens. The chapters offer complex global perspectives – with contributions from five continents – to open critical conversations on how to conceptualize and implement translanguaging in teacher education and classrooms of various contexts. The researchers exhibit a shared commitment to transforming TESOL profession that values teachers' and learners' full linguistic repertoires. This volume should prove a valuable resource for students, teachers, and researchers interested in English teaching and learning, applied linguistics, second language acquisition, and social justice. This is a welcome addition to the growing literature on translanguaging as a new lens on a variety of topics in language education with a distinctive focus on TESOL. The global perspective is a real strength of the volume. It will, as the editors promise, transform TESOL education. Li Wei, Chair of Applied Linguistics, UCL Institute of Education, University College London, UK. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Envisioning TESOL through a Translanguaging Lens : Global Perspectives [documento electrónico] / Tian, Zhongfeng, ; Aghai, Laila, ; Sayer, Peter, ; Schissel, Jamie L.,  . -  1 ed.  . - [s.l.] : Springer, 2020 . - XVII, 374 p. 1 ilustraciones. ISBN : 978-3-030-47031-9 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Lengua y lenguas  Multilingüismo  Enseñanza y aprendizaje de idiomas  Educación de idiomas Clasificación: 418.0071 Resumen: Para responder al giro multilingüe en la educación de idiomas, este volumen constituye un desafío al paradigma tradicional, monolingüe y hablante nativo en el campo de la enseñanza de inglés a hablantes de otras lenguas (TESOL) a través de una lente translenguaje. Los capítulos ofrecen perspectivas globales complejas, con contribuciones de los cinco continentes, para abrir conversaciones críticas sobre cómo conceptualizar e implementar el translenguaje en la formación docente y en las aulas de diversos contextos. Los investigadores muestran un compromiso compartido para transformar la profesión TESOL que valora los repertorios lingüísticos completos de profesores y alumnos. Este volumen debería resultar un recurso valioso para estudiantes, profesores e investigadores interesados ​​en la enseñanza y el aprendizaje del inglés, la lingüística aplicada, la adquisición de segundas lenguas y la justicia social. Esta es una adición bienvenida a la creciente literatura sobre translenguaje como una nueva lente sobre una variedad de temas en la educación de idiomas con un enfoque distintivo en TESOL. La perspectiva global es una verdadera fortaleza del volumen. Como prometen los editores, transformará la educación TESOL. Li Wei, catedrático de Lingüística Aplicada, Instituto de Educación de la UCL, University College London, Reino Unido. Nota de contenido: Foreword: Cutting Through the Monolingual Grip of TESOL Tradition – The Transformative Power of the Translanguaging Lens; Angel M. Y. Lin -- Envisioning TESOL through a Translanguaging Lens in the Era of Post-Multilingualism; Zhongfeng Tian, Laila Aghai, Peter Sayer, and Jamie L. Schissel -- Part I: Theorizing Translanguaging in TESOL -- Broadening the View: Taking up a Translanguaging Pedagogy with All Language-minoritized Students; Kate Seltzer, and Ofelia García -- The Need for Translanguaging in TESOL; Sabrina F. Sembiante, and Zhongfeng Tian -- Framing the Realities of TESOL Practice through a Translanguaging Lens; Graham Hall -- Part II: "No, Professor, That is Not True": First Attempts at Introducing Translanguaging to Pre-service Teachers; Elena Andrei, Amanda Kibler, and April Salerno -- Reenvisioning Second Language Teacher Education through Translanguaging Praxis; Matthew R. Deroo, Christina M. Ponzio and Peter De Costa -- Learning to Teach English for Justice from a Translanguaging Orientation; Elizabeth Robinson, Zhongfeng Tian, Elie Crief, and Maíra Lins Prado -- Pedagogical Sismo: Translanguaging Approaches for English Language Instruction and Assessment in Oaxaca, Mexico; Julio Morales, Jamie L. Schissel, and Mario López-Gopar -- Incorporating Australian Primary Students' Linguistic Repertoire into Teaching and Learning; Marianne Turner -- Translanguaging as a Decolonization Project?: Malawian Teachers' Complex and Competing Desires for Local Languages and Global English; Sunny Man Chu Lau -- Part III: Translanguaging in TESOL Classrooms -- Tower of Babel or Garden of Eden? Teaching English as a Foreign Language through a Translanguaging Lens; Mirjam Günther-van der Meij and Joana Duarte -- "Colibrí" 'Hummingbird' as Translanguaging Metaphor; Brian Seilstad and Somin Kim -- Translanguaging and Task Based Language Teaching: Crossovers and Challenges; Corinne Seals, Jonathan Newton, Madeline Ash and Bao Trang Thi Nguyen -- Translanguagingfor Vocabulary Development: A Mixed Methods Study with International Students in a Canadian English for Academic Purposes Program; Angelica Galante -- EFL Instructors' Ambivalent Ideological Stances Toward Translanguaging: Collaborative Reflection on Language Ideologies; Christian Fallas Escobar -- Chapter 15. Effects of Teachers' Language Ideologies on Language Learners' Translanguaging Practices in an Intensive English Program; Laila Aghai, Peter Sayer, and Mary Lou Vercellotti -- Conclusions: Translanguaging as Transformation in TESOL; Peter Sayer. Tipo de medio : Computadora Summary : To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens. The chapters offer complex global perspectives – with contributions from five continents – to open critical conversations on how to conceptualize and implement translanguaging in teacher education and classrooms of various contexts. The researchers exhibit a shared commitment to transforming TESOL profession that values teachers' and learners' full linguistic repertoires. This volume should prove a valuable resource for students, teachers, and researchers interested in English teaching and learning, applied linguistics, second language acquisition, and social justice. This is a welcome addition to the growing literature on translanguaging as a new lens on a variety of topics in language education with a distinctive focus on TESOL. The global perspective is a real strength of the volume. It will, as the editors promise, transform TESOL education. Li Wei, Chair of Applied Linguistics, UCL Institute of Education, University College London, UK. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

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