ABSTRACT
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.
TABLE OF CONTENTS
part Unit 1|12 pages
Introduction
chapter Chapter 1|10 pages
Introduction
part Unit 2|32 pages
Critical Pedagogies and TESOL
chapter Case Study 2.1|5 pages
Awakening Critical Consciousness in Japanese University EFL Students Through Student Journalism
chapter Case Study 2.2|10 pages
Implementing Critical Pedagogy in a Standards-Driven Context in Turkey
chapter Case Study 2.3|7 pages
Critical Pedagogy in a Postgraduate TESOL Professional Development Course in México
part Unit 3|44 pages
Postmethod Pedagogy in ELT
chapter Chapter 3|42 pages
Postmethod Pedagogy and Its Role in Contemporary English Language Teaching
chapter Case Study 3.1|10 pages
Course Planning in the Postmethod Era
chapter Case Study 3.2|11 pages
Enacting Postmethod Pedagogies in IELTE Programs in Argentina
part Unit 4|29 pages
Culturally Responsive Pedagogy in ELT
chapter Case Study 4.1|7 pages
Why Are There So Many Immigrants Here?
chapter Case Study 4.2|6 pages
Teaching ESL Through Social Justice Themes in China
chapter Case Study 4.3|5 pages
Applying Culturally Responsive Pedagogy to Engage With Cultural Differences in an ESL Composition Course in the U.S.
part Unit 5|29 pages
Translingualism in TESOL
chapter Chapter 5|27 pages
Translingualism in the Teaching of English
chapter Case Study 5.3|9 pages
Koryoin (고려인/КOPЁ CAPAM) Children’s Translingual Practices for Learning English
part Unit 6|39 pages
Multiliteracies in TESOL
chapter Case Study 6.1|15 pages
Using Art to Spark Conversation With Recently Arrived Immigrant English Language Learners in the U.S.
chapter Case Study 6.2|6 pages
Exploring Places and Spaces of Migration and Immigration Using Google Earth
part Unit 7|26 pages
Collaborative Technologies and TESOL
chapter Case Study 7.1|4 pages
Developing Skills for Independent L2 Writers in Hawai’i
chapter Case Study 7.2|5 pages
Borderless Learning Using Online Writing and Videoconferencing
chapter Case Study 7.3|6 pages
Implementing Flipped Classrooms in Uzbek and Karakalpak EFL Teacher Education
part Unit 8|31 pages
Digital Literacy and TESOL
chapter Case Study 8.1|8 pages
Affordances of Mobile Devices in Teaching English as a Foreign Language in Brazilian Public Schools
chapter Case Study 8.2|5 pages
A Lesson in Hedging With Online Corpus Data in an Academic Research and Writing Course in the U.S
chapter Case Study 8.3|6 pages
The Effect of Mobile Learning on Learner Autonomy in the United Arab Emirates
part Unit 9|28 pages
Advocacy and TESOL
chapter Case Study 9.1|8 pages
Educators Influencing Policy
chapter Case Study 9.2|5 pages
Caring as a Form of Advocacy for Literacy-Emergent Newcomers With Special Education Needs
chapter Case Study 9.3|5 pages
Building Communities of Practice
part Unit 10|31 pages
TESOL Teacher Education