國立虎尾科技大學 |

Advocacy for social and linguistic justice in TESOL = nurturing inclusivity, equity, and social responsibility in English language teaching /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Advocacy for social and linguistic justice in TESOL/ edited by Christine E. Poteau and Carter A. Winkle.
Reminder of title:	nurturing inclusivity, equity, and social responsibility in English language teaching /
other author:	Poteau, Christine E.
Published:	New York, NY :Routledge, : 2022.,
Description:	1 online resource (xvi, 236 p.) :ill. :
Subject:	English language - Study and teaching -
Online resource:	https://www.taylorfrancis.com/books/9781003202356
ISBN:	9781003202356

Advocacy for social and linguistic justice in TESOL = nurturing inclusivity, equity, and social responsibility in English language teaching /
Advocacy for social and linguistic justice in TESOLnurturing inclusivity, equity, and social responsibility in English language teaching /[electronic resource] :edited by Christine E. Poteau and Carter A. Winkle. - New York, NY :Routledge,2022. - 1 online resource (xvi, 236 p.) :ill. - Routledge research in language education.

Introduction: Uniting for change in TESOL / Christine E. Poteau and Carter A. Winkle -- First and heritage languages matter. Bridging the past, present, and future : how heritage language pedagogy can create a global and sustainableworldview in the English classroom / Paul Meighan -- Language loss and the ELT professional : advocating for additive bilingualism in the UAE / Ahmad Al-Issa and Laila S. Dahan -- Representations of power and prestige in children's multimodal narratives of linguistic identities / Naashia Mohamed -- Immigrant students in Turkey and maintenance of home languages : teachers' beliefs and teaching practices in public schools in Turkey / Didem Koban Koç -- Tracing teacher identities and experiences : from research to realities -- Non-native language teacher identity across theoretical conceptions and developmental stages of teachers : a qualitative meta-synthesis of intersections / Chiew Hong Ng and Yin Ling Cheung-- From EFL to ESL : nonlinear development of teacher identity and expertise across contexts / Zhenjie Weng -- Moving English "beyond" development : deemphasizing the role of economy in global English discourse / Katharine A. Masters -- Professional development for teams of educators working with English learners with and without disabilities / Alla Zareva, Silvana M. R. Watson, and Tara Donahue -- Reflecting on approaches and reforming models in language teaching. Voices, perspectives, and actions of advocacy in diverse ELT contexts / Heather A. Linville and Polina Vinogradova -- Pre-service teachers discussing queer-inclusive pedagogies in Turkish EFL classrooms / Özge Güney -- Initial English as a foreignlanguage teacher preparation in Chile : reflections from theory and practice / Eric Gómez Burgos -- TESOL professional development through global conversations partnerships / Aliel Cunningham and Tatiana Golikova -- Justice in global English: paradigm shifts and new directions / Ahmad A. Alharthi and Holly Shelton -- Introducing Global Citizenship in language teacher education through the UN's Sustainable Development Goals / Ramsés Ortín.

"Recognizing the need for increased social justice in the fields of TESOL and English Language Teaching (ELT) globally, this volume presents a range of international case studies and empirical research to demonstrate how English language instruction can promote social and linguistic justice through advocacy-oriented pedagogies and curricula. Advocacy for Social and Linguistic Justice in TESOL adopts a critical, and evidence-based approach to identifying effective practice in ensuring inclusive and equitable learning and teaching. Chapters address emergent issues including heritage language and L1 attrition, teacher and learner identity, and linguistic colonialism, as well as wider issues such as global citizenship and human rights. Focus is placed on empowering both educators and learners as advocates of social justice and consideration is also given to how social responsibility can be supported through enhanced teacher preparation and professional development. Making a timely contribution at the intersection of advocacy, social justice, and English language teaching, this book will be key reading for postgraduate researchers, scholars, and academics in the fields of TESOL and ELT, as well as language education, applied linguistics, and the sociology of education more broadly. English language teachers and practitioners will also find this volume of interest"--

ISBN: 9781003202356Subjects--Topical Terms:

557160
English language
--Study and teachingIndex Terms--Genre/Form:

554714
Electronic books.

LC Class. No.: PE1128.A2 / A3296 2022

Dewey Class. No.: 428.0071

Advocacy for social and linguistic justice in TESOL = nurturing inclusivity, equity, and social responsibility in English language teaching /
LDR:04724nam a2200313 a 4500 001 1136538
006 m d
007 cr nn muauu
008 241218s2022 nyua ob 001 0 eng
020 $a 9781003202356 $q (electronic book)
020 $a 1003202357 $q (electronic book)
020 $a 9781000505061 $q (electronic book)
020 $a 1000505065 $q (electronic book)
020 $a 9781000505078 $q (electronic book)
020 $a 1000505073 $q (electronic book)
020 $a 9781032064437 $q (hardcover)
020 $a 9781032064444 $q (paperback)
035 $a (OCoLC)1276902254
035 $a 9781003202356
040 $a OCoLC-P $b eng $c OCoLC-P
041 0 $a eng
050 0 4 $a PE1128.A2 $b A3296 2022
082 0 0 $a 428.0071 $2 23/eng/20211015
245 0 0 $a Advocacy for social and linguistic justice in TESOL $h [electronic resource] : $b nurturing inclusivity, equity, and social responsibility in English language teaching / $c edited by Christine E. Poteau and Carter A. Winkle.
260 $a New York, NY : $b Routledge, $c 2022.
300 $a 1 online resource (xvi, 236 p.) : $b ill.
490 1 $a Routledge research in language education
505 0 $a Introduction: Uniting for change in TESOL / Christine E. Poteau and Carter A. Winkle -- First and heritage languages matter. Bridging the past, present, and future : how heritage language pedagogy can create a global and sustainableworldview in the English classroom / Paul Meighan -- Language loss and the ELT professional : advocating for additive bilingualism in the UAE / Ahmad Al-Issa and Laila S. Dahan -- Representations of power and prestige in children's multimodal narratives of linguistic identities / Naashia Mohamed -- Immigrant students in Turkey and maintenance of home languages : teachers' beliefs and teaching practices in public schools in Turkey / Didem Koban Koç -- Tracing teacher identities and experiences : from research to realities -- Non-native language teacher identity across theoretical conceptions and developmental stages of teachers : a qualitative meta-synthesis of intersections / Chiew Hong Ng and Yin Ling Cheung-- From EFL to ESL : nonlinear development of teacher identity and expertise across contexts / Zhenjie Weng -- Moving English "beyond" development : deemphasizing the role of economy in global English discourse / Katharine A. Masters -- Professional development for teams of educators working with English learners with and without disabilities / Alla Zareva, Silvana M. R. Watson, and Tara Donahue -- Reflecting on approaches and reforming models in language teaching. Voices, perspectives, and actions of advocacy in diverse ELT contexts / Heather A. Linville and Polina Vinogradova -- Pre-service teachers discussing queer-inclusive pedagogies in Turkish EFL classrooms / Özge Güney -- Initial English as a foreignlanguage teacher preparation in Chile : reflections from theory and practice / Eric Gómez Burgos -- TESOL professional development through global conversations partnerships / Aliel Cunningham and Tatiana Golikova -- Justice in global English: paradigm shifts and new directions / Ahmad A. Alharthi and Holly Shelton -- Introducing Global Citizenship in language teacher education through the UN's Sustainable Development Goals / Ramsés Ortín.
520 $a "Recognizing the need for increased social justice in the fields of TESOL and English Language Teaching (ELT) globally, this volume presents a range of international case studies and empirical research to demonstrate how English language instruction can promote social and linguistic justice through advocacy-oriented pedagogies and curricula. Advocacy for Social and Linguistic Justice in TESOL adopts a critical, and evidence-based approach to identifying effective practice in ensuring inclusive and equitable learning and teaching. Chapters address emergent issues including heritage language and L1 attrition, teacher and learner identity, and linguistic colonialism, as well as wider issues such as global citizenship and human rights. Focus is placed on empowering both educators and learners as advocates of social justice and consideration is also given to how social responsibility can be supported through enhanced teacher preparation and professional development. Making a timely contribution at the intersection of advocacy, social justice, and English language teaching, this book will be key reading for postgraduate researchers, scholars, and academics in the fields of TESOL and ELT, as well as language education, applied linguistics, and the sociology of education more broadly. English language teachers and practitioners will also find this volume of interest"-- $c Provided by publisher.
650 0 $a English language $x Study and teaching $x Foreign speakers. $3 557160
650 0 $a English teachers $x Training of $x Social aspects. $3 808366
650 0 $a Social justice and education. $3 1417245
650 0 $a Second language acquisition. $3 556628
650 7 $a EDUCATION / Bilingual Education $2 bisacsh $3 1459139
655 4 $a Electronic books. $2 local $3 554714
700 1 $a Poteau, Christine E. $3 1459417
700 1 $a Winkle, Carter A. $3 1459418
856 4 0 $u https://www.taylorfrancis.com/books/9781003202356