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.
Table des matières
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
A propos de l’auteur
Julia Menard-Warwick has taught at University of California Davis since 2004. Her research explores power and identity in language learning and teaching. She began her career teaching English to university students in Nicaragua and adult immigrants in Washington State. More recently she conducted research with English teachers at a Chilean university; researched a study abroad program in Guatemala; and served as a visiting professor in Mexico. Recent articles appear in Applied Linguistics and The Modern Language Journal.
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