By Peter Sayer
The critical subject of this publication is the ambiguities and tensions lecturers face as they try to place themselves in ways in which legitimize them as language academics, and as English audio system. concentrating on 3 EFL academics and their faculties within the southern Mexican country of Oaxaca, it files how usual practices of language educators are formed by means of their social context, and examines the jobs, identities, and ideologies that lecturers create as a way to navigate and negotiate their particular context. it truly is specified in bringing jointly a number of present theoretical and methodological advancements in TESOL and utilized linguistics: the functionality of language ideologies and identities, severe TESOL pedagogy and learn, and ethnographic tools in learn on language studying and teaching. Balancing and mixing descriptive reporting of the lecturers and their contexts with a theoretical dialogue which connects their neighborhood matters and practices to broader concerns in TESOL in foreign contexts, it permits readers to understand the delicate complexities that supply upward thrust to the “tensions and ambiguities” in EFL lecturers’ specialist lives.
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Extra resources for Ambiguities and Tensions in English Language Teaching: Portraits of EFL Teachers as Legitimate Speakers
Carlos plans to return to the United States, but this time legally, to study his masters degree or some course. ” He also planned to get a loan to buy a car later in the year, in order to be able to get back and forth from his village to his jobs quicker, and also (he admits as an afterthought) to show his family that he can be successful in Oaxaca. His long-term goal after doing his masters abroad is to return to Oaxaca to become an English teacher trainer, teaching TESOL theory and methods courses.
Hilario, recalling his experience as an undocumented migrant worker This chapter introduces the three focal teachers of this study: Carlos, Rocío, and Hilario. I present a biographical portrait of each teacher, drawing from life history interviews, focusing on what they view as the important events in their lives that have contributed to how they approach their teaching and confront the challenges and contradictions of language education. These portraits, and their descriptive accounts of their investments and purposes with English, give us our ﬁrst insights into the ambiguities and tensions that affect how they see their work, and how they see themselves as English speakers, anchoring the theoretical discussion in the second part of the book.
A Note about Creative Non-ﬁction An overriding concern in this book is to tell a good story. Admittedly, this, may seem like an odd aim in a scholarly book; these books on the whole are less interested in storylines and more focused on the theoretical implications. Exploring the Contradictions of Language Teaching 17 However, I enjoyed doing the ﬁeldwork that I report on here. And, for the most part, I enjoyed writing about it, and I want to convey that to you, the reader. Early on I decided I wanted to write the book in a way that you might even enjoy reading it.
Ambiguities and Tensions in English Language Teaching: Portraits of EFL Teachers as Legitimate Speakers by Peter Sayer