| Titre : | contemporary foundations for teaching as an additional language : pedagogical approaches and classroom applications |
| Auteurs : | POLINA VINOGRADOVA, Auteur ; JOAN KANG SHIN, Auteur |
| Type de document : | Monographie imprimée |
| Mention d'édition : | first published |
| Editeur : | routledage taylor, 2021 |
| ISBN/ISSN/EAN : | 978-0-367-02635-6 |
| Format : | 318 p / 24 cm |
| Langues: | Anglais |
| Index. décimale : | 420 |
| Mots-clés: | contemporary ; foundations ; teaching ; additional ; language |
| Résumé : |
In this engaging volume on English as an Additional Language (EAL), Polina Vinogradova and Joan Kang Shin argue persuasively for the importance of critical participatory pedagogies that embrace multilingualism and multimodality in the field of TESOL.
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: |
| Sommaire : |
Foreword:
JoAnn (Jodi) Crandall Preface: Polina Vinogradova and Joan Kang Shin Acknowledgements UNIT 1: Introduction Chapter 1: Introduction: Teaching English as an Additional Language in the 21st Century Joan Kang Shin UNIT 2: Critical Pedagogies and TESOL Chapter 2: Disrupting Method: Critical Pedagogies and TESOL Benjamin "Benji" Chang and Spencer Salas Case Study 2.1: Awakening Critical Consciousness in Japanese University EFL Students through Student Journalism David William Leslie Case Study 2.2: Implementing Critical Pedagogy in a Standards-Driven Context in Turkey: Making Room for Teacher and Student Voices Hale Hatice Kizilcik Case Study 2.3: Critical Pedagogy in a Postgraduate TESOL Professional Development Course in México: Using the NACTIC Model Leticia Araceli Salas Serrano, Rebeca Elena Tapia Carlín, and Celso Pérez Carranza UNIT 3: Postmethod Pedagogy in ELT Chapter 3: Postmethod Pedagogy and its Role in Contemporary English Language Teaching Doaa Rashed Case Study 3.1: Course Planning in the Postmethod Era: Ideas from a Practicum Experience in Thailand Lucas John Edmond Case Study 3.2: Enacting Postmethod Pedagogies in IELTE Programs in Argentina: Do as I say, or as I do? María Alejandra Soto Case Study 3.3: Towards a Context-sensitive Theory of Practice in Primary English Language Teaching through Theme-based Instruction in Serbia Vera Savić UNIT 4: Culturally Responsive Pedagogy in ELT Chapter 4: Culturally Responsive Pedagogy in TESOL M’Balia Thomas and Marta Carvajal-Regidor Case Study 4.1: Why are there so Many Immigrants Here?: Problem-posing with Middle Schoolers in Hawai'i Gordon Blaine West Case Study 4.2: Teaching EFL through Social Justice Themes in China: Developing a Critical Consciousness Hetal Patel Case Study 4.3: Applying Culturally Responsive Pedagogy to Engage with Cultural Differences in an ESL Composition Course in the US Zhenjie Weng, Mark McGuire, and Tamara Mae Roose UNIT 5: Translingualism in TESOL Chapter 5: Translingualism in the Teaching of English: Theoretical Consideration and Pedagogical Implications Eunjeong Lee Case Study 5.1: Leveraging Translanguaging in Role-Plays in a U.S. University Katja Davidoff and Zhongfeng Tian Case Study 5.2: Translingual Practices in an Adult ESL Literacy Class in the U.S. Sarah Young Knowles Case Study 5.3: Koryoin (고려인/КОРЁ САРАМ) Children’s Translingual Practices for Learning English: A Case Study of Russian-Korean Children in South Korea Youngjoo Yi and Jinsil Jang UNIT 6: Multiliteracies in TESOL Chapter 6: A Pedagogy of Multiliteracies and its Role in English Language Education Shakina Rajendram Case Study 6.1: Using Art to Spark Conversation and Critical Consciousness With Recently Arrived Immigrant English Language Learners in the U.S. Brian Tauzel Case Study 6.2: Exploring Places and Spaces of Migration and Immigration Using Google Earth: A Multiliteracies Approach for English Learners in the US Natalia A. Ward and Amber N. Warren Case Study 6.3: Rappin’ on Campus: Multiliteracies in Action in Japan David Dalsky and Jueyun Su UNIT 7: Collaborative Technologies and TESOL Chapter 7: Teaching with Collaborative Technologies Across Borders Ilka Kostka Case Study 7.1: Developing Skills for Independent L2 Writers in Hawai'i: Democratic Participation to Classroom Assessment Mitsuko Suzuki case Study 7.2: Borderless Learning Using Online Writing and Video Conferencing: A Case of Agriculture Students in Indonesia Mushoffan Prasetianto Case Study 7.3: Implementing Flipped Classrooms in Uzbek and Karakalpak EFL Teacher Education Gena Bennett, Aybolgan Borasheva, and Dilnoza Ruzmatova UNIT 8: Digital Literacy and TESOL Chapter 8: English Language Education and Digital Literacy in the 21st Century Richmond Dzekoe Case Study 8.1: Affordances of Mobile Devices in Teaching English as a Foreign Language in Brazilian Public Schools Cristiane Vicentini, Inês Cortes da Silva, and Luciana C. de Oliveira Case Study 8.2: A Lesson in Hedging with Online Corpus Data in an Academic Research and Writing Course in the U.S. Erik Voss Case Study 8.3: The Effect of Mobile Learning on Learner Autonomy in the United Arab Emirates Hussam Alzieni UNIT 9: Advocacy and TESOL Chapter 9: Advocacy for Student and Teacher Empowerment Heather A. Linville Case Study 9.1: Educators Influencing Policy: The Language Opportunity Coalition and the Seal of Biliteracy in the U.S. Rachel Thorson Hernández and Nicholas Close Subtirelu Case Study 9.2: Caring as a Form of Advocacy for Literacy-Emergent Newcomers with Special Education Needs: The Community-Building Pedagogical Approach in the U.S. Luis Javier Pentón Herrera Case Study 9.3: Building Communities of Practice: Advocacy for English Teachers in Rwanda Richard Niyibigira and Jean Claude Kwitonda UNIT 10: TESOL Teacher Education Chapter 10: Preparing English Language Teachers for Participatory Teaching Polina Vinogradova Case Study 10.1: Reflective Teaching and Critical Language Pedagogy in a Thai EFL Context María Díez-Ortega and Hayley Cannizzo Case Study 10.2: From Teachers to Young Learners: Integrating Personal Development Instruction into Foreign Language Teaching in Serbia Danijela Prošić-Santovac Case Study 10.3: Preparing Teachers to Create LGBTQ+ Inclusive Classrooms in the U.S. Joshua M. Paiz Index |
Disponibilité (5)
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| E8/ 1310 | Livre | مكتبة الآداب واللغات | Empruntable |
| E8/ 1310 | Livre | مكتبة الآداب واللغات | Empruntable |
| E8/ 1310 | Livre | مكتبة الآداب واللغات | Empruntable |
| E8/1310 | Livre | مكتبة الآداب واللغات | Empruntable |
| E8/1310 | Livre | مكتبة الآداب واللغات | Empruntable |
