The Plurilingual TESOL Teacher : : The Hidden Languaged Lives of TESOL Teachers and Why They Matter / / Elizabeth Ellis.
This book introduces a new topic to applied linguistics: the significance of the TESOL teacher’s background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has...
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Superior document: | Title is part of eBook package: De Gruyter DG Plus DeG Package 2016 Part 1 |
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Place / Publishing House: | Berlin ;, Boston : : De Gruyter Mouton, , [2016] ©2016 |
Year of Publication: | 2016 |
Language: | English |
Series: | Trends in Applied Linguistics [TAL] ,
25 |
Online Access: | |
Physical Description: | 1 online resource (XIV, 313 p.) |
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100 | 1 | |a Ellis, Elizabeth , |e author. |4 aut |4 http://id.loc.gov/vocabulary/relators/aut | |
245 | 1 | 4 | |a The Plurilingual TESOL Teacher : |b The Hidden Languaged Lives of TESOL Teachers and Why They Matter / |c Elizabeth Ellis. |
264 | 1 | |a Berlin ; |a Boston : |b De Gruyter Mouton, |c [2016] | |
264 | 4 | |c ©2016 | |
300 | |a 1 online resource (XIV, 313 p.) | ||
336 | |a text |b txt |2 rdacontent | ||
337 | |a computer |b c |2 rdamedia | ||
338 | |a online resource |b cr |2 rdacarrier | ||
347 | |a text file |b PDF |2 rda | ||
490 | 0 | |a Trends in Applied Linguistics [TAL] , |x 1868-6362 ; |v 25 | |
505 | 0 | 0 | |t Frontmatter -- |t Table of contents -- |t Acknowledgments -- |t List of tables -- |t Abbreviations and acronyms -- |t Chapter 1. Introduction -- |t Chapter 2. The TESOL profession as a monolingual monolith -- |t Chapter 3. Three studies of TESOL teachers’ linguistic identities -- |t Chapter 4. Bilingualism, plurilingualism and TESOL teachers -- |t Chapter 5. Teachers’ identities as learners -- |t Chapter 6. The value of language learning -- |t Chapter 7. Teachers’ knowledge and insights about language and language use -- |t Chapter 8. Teacher cognition: understanding how knowledge and beliefs underpin professional practice -- |t Chapter 9. Applying insights about language learning and language teaching from teachers’ own learning experience -- |t Chapter 10. A survey of the NSW TESOL profession -- |t Chapter 11. Rejecting the monolingual monolith – the way forward -- |t References -- |t Appendix A. List of languages in Study 1 -- |t Appendix B. Pre-interview questionnaire from Study 2 -- |t Appendix C. Interview protocol for Studies 1 and 2 (with instructions for Research Assistants in Study 2) -- |t Appendix D. Survey questions used for Study 3 -- |t Appendix E. Summary chart of teachers’ biographies in Study 1 -- |t Index |
506 | 0 | |a restricted access |u http://purl.org/coar/access_right/c_16ec |f online access with authorization |2 star | |
520 | |a This book introduces a new topic to applied linguistics: the significance of the TESOL teacher’s background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has English proficiency, then her or his other languages are irrelevant. The book questions this view. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism. The book proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more. The book examines the history of language-in-education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It shows that teachers’ language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs, identity, language awareness and language learning awareness. Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have some language learning experience, but it was low-level, short-lived and unsuccessful. How does the experience of successful or unsuccessful language learning and language use affect one’s identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial? These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom. | ||
530 | |a Issued also in print. | ||
538 | |a Mode of access: Internet via World Wide Web. | ||
546 | |a In English. | ||
588 | 0 | |a Description based on online resource; title from PDF title page (publisher's Web site, viewed 28. Feb 2023) | |
650 | 0 | |a English language |x Study and teaching |x Methodology. | |
650 | 0 | |a English teachers |x Study and teaching |z Australia |x English speaking countries. | |
650 | 0 | |a English teachers |x Training of |x Methodology. | |
650 | 0 | |a English teachers |x Training of |z Australia. | |
650 | 0 | |a Test of English as a Foreign Language |x Evaluation. | |
650 | 4 | |a Identitätsentwicklung. | |
650 | 4 | |a Lehrer. | |
650 | 4 | |a Zweisprachiger Unterricht. | |
650 | 7 | |a LANGUAGE ARTS & DISCIPLINES / Linguistics / General. |2 bisacsh | |
653 | |a ESL. | ||
653 | |a Language Biography. | ||
653 | |a Plurilingual. | ||
653 | |a Teacher Cognition. | ||
773 | 0 | 8 | |i Title is part of eBook package: |d De Gruyter |t DG Plus DeG Package 2016 Part 1 |z 9783110762501 |
773 | 0 | 8 | |i Title is part of eBook package: |d De Gruyter |t DG Plus eBook-Package 2016 |z 9783110701005 |
773 | 0 | 8 | |i Title is part of eBook package: |d De Gruyter |t De Gruyter Mouton Contemporary 2016-2019 |z 9783110742978 |
773 | 0 | 8 | |i Title is part of eBook package: |d De Gruyter |t EBOOK PACKAGE COMPLETE 2016 |z 9783110485103 |o ZDB-23-DGG |
773 | 0 | 8 | |i Title is part of eBook package: |d De Gruyter |t EBOOK PACKAGE Linguistics 2016 |z 9783110485257 |o ZDB-23-DSP |
776 | 0 | |c EPUB |z 9781501501197 | |
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