Contemporary Foundations for Teaching English as an Additional Language: Pedagogical Approaches and Classroom Applications

Contemporary Foundations for Teaching English as an Additional Language

Pedagogical Approaches and Classroom Applications
 
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ISBN13:9780367026356
ISBN10:036702635X
Kötéstípus:Puhakötés
Terjedelem:336 oldal
Méret:254x178 mm
Súly:703 g
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Illusztrációk: 64 Illustrations, black & white; 56 Halftones, black & white; 8 Line drawings, black & white; 16 Tables, black & white
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Rövid leírás:

In this engaging volume on English as an Additional Language (EAL), Polina Vinogradova and Joan Kang Shin argue persuasively for the importance of critical participatory pedagogies that embrace multilingualism and multimodality in the field of TESOL.

Hosszú leírás:

This engaging volume on English as an Additional Language (EAL), argues persuasively for the importance of critical participatory pedagogies that embrace multilingualism and multimodality in the field of TESOL. It highlights the role of the TESOL profession in teaching for social justice and advocacy and explores how critical participatory pedagogies translate into English language teaching and teacher education around the world.


Bringing together diverse scholars in the field and practicing English language teachers, editors Polina Vinogradova and Joan Kang Shin present 10 thematically organized units that demonstrate that language teaching pedagogy must be embedded in the larger sociocultural contexts of teaching and learning to be successful. Each unit covers one pedagogical approach and includes three case studies to illustrate how English language teachers across the world implement these approaches in their classrooms. The chapters are supplemented by discussion questions and a range of practical sources for further exploration. Addressing established and emerging areas of TESOL, topics covered include:




  • Critical and postmethod pedagogies



  • Translingualism



  • Digital literacy and multiliteracies



  • Culturally responsive pedagogy



  • Advocacy



Featuring educators implementing innovative approaches in primary, secondary, and tertiary contexts across borders, Contemporary Foundations for Teaching English as an Additional Language is an ideal text for methods and foundational courses in TESOL and will appeal to in-service and preservice English language teachers as well as students and teacher educators in TESOL and applied linguistics.



Polina?Vinogradova and Joan Kang Shin have assembled an impressively diverse group of scholars and professionals at the forefront of TESOL research and practice, and produced an amazingly critical and innovative volume on the teaching of English as an additional language in the 21st century. It covers critical and culturally responsive pedagogies, translingualism, technology and digital literacy, and much more. It is a rewarding read, and should inspire future researchers and practitioners in language education for decades to come.



Li Wei, Chair of Applied Linguistics, University College London (UCL), UK



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This book masterfully illuminates teachers? imperative to embrace multilingualism and multimodality while they learn to teach English for social justice and advocacy across the globe. Critical participatory pedagogies have never been so compellingly theorized and so diversely exemplified. An indispensable tool for those committed to advancing TESOL teacher development in the 21st century!



Lourdes Ortega, Professor and Faculty Director of Initiative for Multilingual Studies, Department of Linguistics, Georgetown University, USA



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This book shifts our paradigm on English language teacher preparation and truly brings it into the 21st century. It comprehensively and critically addresses issues of equity, social justice, and diversity, multilingualism and multiliteracies, advocacy, and the contextualized nature of English language teaching around the world. The book includes original research and examples from diverse settings, including K-12 and adult English teaching. For those preparing teacher leaders and teacher candidates to teach English as an additional language across contexts, this is a must-read!



Ester J. de Jong, Professor, ESOL/Bilingual Education,


Director, School of Teaching and Learning, University of Florida, USA



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A timely publication ? the ?normal? classroom today, which includes the English language classroom, has become a microcosm of our diverse societies. This book questions the tenets of traditional TESOL, and through the use of case studies, offers teachers more inclusive, alternative perspectives?moving TESOL into the 21st century!


Nayr Ibrahim, Associate Professor of English Subject Pedagogy,


Faculty of Education and Arts, Nord University, Bod? Campus, Norway



La diversité linguistique et culturel se répand dans nos sociétés et nos salles de classes. Parmi d?autres approches innovatrices, cet ouvrage propose un acc?s plurilingue ? l?apprentissage de l?anglais o? les langues, les cultures et les identités des enfants sont finalement les bienvenus en classe ? une ouverture plus juste et inclusive de l?apprentissage des langues étrang?res!


Nayr Ibrahim, Professeur associé, Didactique de l?enseignement de l'anglais comme langue étrang?re, Nord University, Bod? Campus, Norge



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As our world is becoming more globalized and more connected through technology, English is an indispensable communication tool for everyone. For teachers of English as an additional language, this book provides practical examples of how to teach English while equipping students with 21st-century skills. As you read through the cases from around the world, you'll find inspiration for improving your teaching in your classroom.



Tomohisa Machida, Associate Professor, Akita International University, Japan



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Contemporary Foundations?is quite a timely publication in the post-method period of?TESOL pedagogy. It presents critical concepts for successful teaching in the larger socio-cultural and trans-linguistic global contexts and provides practical application cases. This resource will be of particular value to English teachers/ teacher educators in Korea, where classroom dynamics are rapidly changing to include students from multicultural families.


Kyungsook Yeum, Director, Sookmyung TESOL, Graduate School of Professional Studies, Sookmyung Women's University, Seoul, South Korea



Contemporary Foundations? ?? ???? ????? ??? ???? ?? ???? ???? ? ???, ?? ?? ???? ??? ????. ? ????? ??? ??.??? ???? ?? ?? ??? ???? ???? ??? ???? ????, ??? ????? ??? ????? ???? ???? ??. ??? ???? ?? ???? ? ??????, ??? ???? ???? ?? ????? ??? ??? ????? ??? ? ??? ???.


??? ??, ??????? ????? (???? ?????), TESOL ???? ????



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With a focus on multilingualism and multimodality in TESOL, Contemporary Foundations for Teaching English as an Additional Language includes thematically-categorized pedagogical approaches, lived experiences, and practical sources across the world. From a broader sociocultural perspective, this inspiring book is a must-read for pre-service and in-service teachers, teacher educators, and researchers who are interested in critical pedagogies, translingualism, digital literacy and advocacy in TESOL. Bravo to all the contributors!


Müzeyyen Nazl? Güngör, Gazi University, Faculty of Education,


ELT Programme, Ankara, Turkey



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?ngilizce e?itiminde çok dillilik ve çoklu modalite kavramlar?n?n eleştirel ve yöntemler ötesi bir bak?ş aç?s?yla temel al?nd??? bu eserde, dünyan?n çeşitli ülkelerinde ilkokul, ortaokul, lise ve üniversite seviyelerinde uygulanan yenilikçi e?itsel yaklaş?mlar, örnek olaylar, ve uygulanabilir çözümler bir araya getirilmiştir. Hem ö?retmen e?itiminde hem de ?ngilizce e?itiminde kullan?labilen ve özenle haz?rlanan bu eseri, ?ngilizce e?itimine gönül vermiş tüm paydaşlara tavsiye ederim.



Müzeyyen Nazl? Güngör, Gazi Universitesi, Gazi E?itim Fakültesi, ?ngiliz Dili,


E?itimi Anabilim Dal? , Ankara, Turkiye



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This excellent collection of research-informed chapters and practical case studies captures the complex multilingual and multimodal landscape that English language professionals are called upon to navigate in the 21st Century. It is a timely resource for EAL practitioners and researchers interested in issues of identity, justice, equity and inclusion in language education globally.


Harry Kuchah Kuchah, Lecturer in Language Education,


University of Leeds, UK



Mkusanyo huu aali wa sura zinazotokana na matokeo ya utafiti na uchunguzi kifani unasawiri mazingira changamano ya wingi lugha na uanuwai wa mbinu, vitu ambavyo wataalamu wa lugha ya Kiingereza wanahitaji kuvikabili katika karne ya 21. Mkusanyo huu ni rejea muhimu kwa wataalamu na watafiti wa Kiingereza kama Lugha ya Ziada ambao wanavutiwa na masuala ya utambulisho, haki, usawa na ushirikishwaji katika ufunzaji wa lugha ya pili ulimwenguni.


Harry Kuchah Kuchah, Chuo Kikuu cha Leeds, Uingereza

Tartalomjegyzék:

Foreword:


JoAnn (Jodi) Crandall


Preface:


Polina Vinogradova and Joan Kang Shin



Acknowledgements



UNIT 1: Introduction


Chapter 1: Introduction: Teaching English as an Additional Language in the 21st Century


Joan Kang Shin



UNIT 2: Critical Pedagogies and TESOL


Chapter 2: Disrupting Method: Critical Pedagogies and TESOL


Benjamin "Benji" Chang and Spencer Salas


Case Study 2.1: Awakening Critical Consciousness in Japanese University EFL Students through Student Journalism


David William Leslie


Case Study 2.2: Implementing Critical Pedagogy in a Standards-Driven Context in Turkey: Making Room for Teacher and Student Voices


Hale Hatice Kizilcik


Case Study 2.3: Critical Pedagogy in a Postgraduate TESOL Professional Development Course in México: Using the NACTIC Model


Leticia Araceli Salas Serrano, Rebeca Elena Tapia Carlín, and Celso Pérez Carranza


UNIT 3: Postmethod Pedagogy in ELT


Chapter 3: Postmethod Pedagogy and its Role in Contemporary English Language Teaching


Doaa Rashed


Case Study 3.1: Course Planning in the Postmethod Era: Ideas from a Practicum Experience in Thailand


Lucas John Edmond



Case Study 3.2: Enacting Postmethod Pedagogies in IELTE Programs in Argentina: Do as I say, or as I do?


María Alejandra Soto



Case Study 3.3: Towards a Context-sensitive Theory of Practice in Primary English Language Teaching through Theme-based Instruction in Serbia


Vera Savić


UNIT 4: Culturally Responsive Pedagogy in ELT


Chapter 4: Culturally Responsive Pedagogy in TESOL


M?Balia Thomas and Marta Carvajal-Regidor



Case Study 4.1: Why are there so Many Immigrants Here?: Problem-posing with Middle Schoolers in Hawai'i


Gordon Blaine West



Case Study 4.2: Teaching EFL through Social Justice Themes in China: Developing a Critical Consciousness


Hetal Patel

Case Study 4.3: Applying Culturally Responsive Pedagogy to Engage with Cultural Differences in an ESL Composition Course in the US


Zhenjie Weng, Mark McGuire, and Tamara Mae Roose


UNIT 5: Translingualism in TESOL



Chapter 5: Translingualism in the Teaching of English: Theoretical Consideration and Pedagogical Implications


Eunjeong Lee



Case Study 5.1: Leveraging Translanguaging in Role-Plays in a U.S. University


Katja Davidoff and Zhongfeng Tian



Case Study 5.2: Translingual Practices in an Adult ESL Literacy Class in the U.S.


Sarah Young Knowles



Case Study 5.3: Koryoin (???/???? ?????) Children?s Translingual Practices for Learning English: A Case Study of Russian-Korean Children in South Korea


Youngjoo Yi and Jinsil Jang



UNIT 6: Multiliteracies in TESOL



Chapter 6: A Pedagogy of Multiliteracies and its Role in English Language Education


Shakina Rajendram



Case Study 6.1: Using Art to Spark Conversation and Critical Consciousness With Recently Arrived Immigrant English Language Learners in the U.S.


Brian Tauzel



Case Study 6.2: Exploring Places and Spaces of Migration and Immigration Using Google Earth: A Multiliteracies Approach for English Learners in the US


Natalia A. Ward and Amber N. Warren



Case Study 6.3: Rappin? on Campus: Multiliteracies in Action in Japan


David Dalsky and  Jueyun Su




UNIT 7: Collaborative Technologies and TESOL



Chapter 7: Teaching with Collaborative Technologies Across Borders


Ilka Kostka



Case Study 7.1: Developing Skills for Independent L2 Writers in Hawai'i: Democratic Participation to Classroom Assessment


Mitsuko Suzuki



Case Study 7.2: Borderless Learning Using Online Writing and Video Conferencing: A Case of Agriculture Students in Indonesia


Mushoffan Prasetianto



Case Study 7.3: Implementing Flipped Classrooms in Uzbek and Karakalpak EFL Teacher Education


Gena Bennett, Aybolgan Borasheva, and Dilnoza Ruzmatova




UNIT 8: Digital Literacy and TESOL



Chapter 8: English Language Education and Digital Literacy in the 21st Century


Richmond Dzekoe


Case Study 8.1: Affordances of Mobile Devices in Teaching English as a Foreign Language in Brazilian Public Schools


Cristiane Vicentini, In?s Cortes da Silva, and Luciana C. de Oliveira


Case Study 8.2: A Lesson in Hedging with Online Corpus Data in an Academic Research and Writing Course in the U.S.


Erik Voss


Case Study 8.3: The Effect of Mobile Learning on Learner Autonomy in the United Arab Emirates


Hussam Alzieni


UNIT 9: Advocacy and TESOL


Chapter 9: Advocacy for Student and Teacher Empowerment


Heather A. Linville


Case Study 9.1: Educators Influencing Policy: The Language Opportunity Coalition and the Seal of Biliteracy in the U.S.


Rachel Thorson Hernández and Nicholas Close Subtirelu


Case Study 9.2: Caring as a Form of Advocacy for Literacy-Emergent Newcomers with Special Education Needs: The Community-Building Pedagogical Approach in the U.S.


Luis Javier Pentón Herrera


Case Study 9.3: Building Communities of Practice: Advocacy for English Teachers in Rwanda


Richard Niyibigira and Jean Claude Kwitonda



UNIT 10: TESOL Teacher Education



Chapter 10: Preparing English Language Teachers for Participatory Teaching


Polina Vinogradova


Case Study 10.1: Reflective Teaching and Critical Language Pedagogy in a Thai EFL Context


María Díez-Ortega and Hayley Cannizzo


Case Study 10.2: From Teachers to Young Learners: Integrating Personal Development Instruction into Foreign Language Teaching in Serbia


Danijela Prošić-Santovac



Case Study 10.3: Preparing Teachers to Create LGBTQ+ Inclusive Classrooms in the U.S.


Joshua M. Paiz




Index