English Language Teachers on the Discursive Faultlines: Identities, Ideologies a

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This book brings the voices of teachers into the debates about language ideologies and cultural pedagogies in English language teaching. Through interviews and classroom observations in Chile and California, this study compares the controversies around English as a global language with the similar cultural tensions in programs for immigrants.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

This book brings the voices of teachers into the fierce debates about language ideologies and cultural pedagogies in English language teaching. Through interviews and classroom observations in Chile and California, this study compares the controversies around English as a global language with the similar cultural tensions in programs for immigrants. The author explores the development of teacher identity in these two very different contexts, and through the narratives of both experienced and novice teachers demonstrates how teacher identity affects the cultural pedagogies enacted in their classrooms.

Author Biography

Julia Menard-Warwick is an Associate Professor of Linguistics at the University of California Davis, USA. Her research interests include bilingual identity development, second language learning and teaching, and narrative. She is the author of 'Gendered Identities and Immigrant Language Learning' (Multilingual Matters, 2009).

Table of Contents

Acknowledgements 1. English Language Teachers in Sociohistorical Context 2. In Dialogue with Bakhtin 3. Language Ideologies in Chile and California 4. Representing Cultural Identities 5. Intercultural Case Studies 6. Cultural Pedagogies 7. Teaching on the Faultlines Appendix 1. Transcription Conventions Appendix 2. Teachers Information and Schedule of Data Collection Appendix 3. Interview Protocols Appendix 4. TESOL's Mission References

Review

Menard-Warwick's comparative study of English language teachers in Chile and California is consistently insightful and theoretically engaging, particularly in its treatment of Bakhtin and the exploration of dialogue and interculturality through 'discursive faultlines'. This important book is also timely, given current field interest in identity pedagogies and the inner world of language teachers as a key dimension of professional development. -- Brian Morgan, Glendon College/York University, Canada Julia Menard-Warwick offers here a rich trove of testimonies by English teachers in Chile and California on their experiences trying to make English as a global language locally relevant and pedagogically appropriate for their students. In this book, the ideologically ambiguous power of TESOL is addressed with nuance and empathy within a Bakhtinian framework that calls for more 'dialogism' and for a 'cultural pedagogy' that goes beyond mere communicative language teaching. -- Claire Kramsch, University of California, Berkeley, USA

Long Description

This book brings the voices of teachers into the fierce debates about language ideologies and cultural pedagogies in English language teaching. Through interviews and classroom observations in Chile and California, this study compares the controversies around English as a global language with the similar cultural tensions in programs for immigrants. The author explores the development of teacher identity in these two very different contexts, and through the narratives of both experienced and novice teachers demonstrates how teacher identity affects the cultural pedagogies enacted in their classrooms.

Review Text

Menard-Warwick's comparative study of English language teachers in Chile and California is consistently insightful and theoretically engaging, particularly in its treatment of Bakhtin and the exploration of dialogue and interculturality through 'discursive faultlines'. This important book is also timely, given current field interest in identity pedagogies and the inner world of language teachers as a key dimension of professional development.

Review Quote

Menard-Warwick's comparative study of English language teachers in Chile and California is consistently insightful and theoretically engaging, particularly in its treatment of Bakhtin and the exploration of dialogue and interculturality through 'discursive faultlines'. This important book is also timely, given current field interest in identity pedagogies and the inner world of language teachers as a key dimension of professional development.

Details ISBN1783091096 Year 2013 ISBN-10 1783091096 ISBN-13 9781783091096 Media Book Publisher Channel View Publications Ltd Series New Perspectives on Language and Education Subtitle Identities, Ideologies and Pedagogies Country of Publication United Kingdom Short Title ENGLISH LANGUAGE TEACHERS ON T Language English Series Number 35 DEWEY 428.24071 Pages 248 Illustrations Yes Place of Publication Bristol Imprint Multilingual Matters Publication Date 2013-11-29 Format Paperback AU Release Date 2013-11-29 NZ Release Date 2013-11-29 UK Release Date 2013-11-29 Author Julia Menard-Warwick Alternative 9781783091102 Audience Professional & Vocational We've got this

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