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E-raamat: English Language Teachers on the Discursive Faultlines: Identities, Ideologies and Pedagogies

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English Language Teachers on the Discursive Faultlines: Identities, Ideologies and PedagogiesSuurem pilt
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Arguing that every instance of language use, and thus of language teaching, is inherently historical, Menard-Warwick contextualizes English language teaching in Chile and California by discussing the recent histories of both contexts, with special reference to the discursive faultlines of Chile's transitions between dictatorship and democracy and California's politics of immigration and ethnicity. She interviewed and observed English language teachers in some classrooms at a small university in northern Chile and at several community colleges and adult schools in northern California, primarily during 2005 and 2006. Distributed in the US by UTP Distribution. Annotation ©2014 Ringgold, Inc., Portland, OR (protoview.com)

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.

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Menard-Warwick's comparative study of English language teachers in Chile and California is consistently insightful and theoretically engaging, particularly in its treatment of Bakhtin and the exploration of dialogue and interculturality through 'discursive faultlines'. This important book is also timely, given current field interest in identity pedagogies and the inner world of language teachers as a key dimension of professional development. -- Brian Morgan, Glendon College/York University, Canada Julia Menard-Warwick offers here a rich trove of testimonies by English teachers in Chile and California on their experiences trying to make English as a global language locally relevant and pedagogically appropriate for their students. In this book, the ideologically ambiguous power of TESOL is addressed with nuance and empathy within a Bakhtinian framework that calls for more 'dialogism' and for a 'cultural pedagogy' that goes beyond mere communicative language teaching. -- Claire Kramsch, University of California, Berkeley, USA

Acknowledgments vii
1 English Language Teachers in Sociohistorical Context
1(29)
Chilean History: Diego
3(10)
California History: Veronica
13(10)
Constructing This Research
23(7)
2 In Dialogue with Bakhtin
30(29)
In Dialogue with Communist Students, the TESOL Website and Critical Applied Linguistics
34(10)
Dialogue in a California Classroom
44(11)
Conclusion: In Dialogue with Duane's Email, Alicia's Narrative and Eric's Students
55(4)
3 Language Ideologies in Chile and California
59(29)
Language Ideologies in Las Penas, Chile
61(11)
Language Ideologies in Farmington, California
72(11)
Comparing Language Ideologies
83(5)
4 Representing Cultural Identities
88(29)
Analyzing Cultural Identities in Interview Data
90(1)
The Cultural Identities of Chilean Teachers
91(11)
The Cultural Identities of California Teachers
102(11)
Comparing the Cultural Identities of Teachers in Chile and California
113(4)
5 Intercultural Case Studies
117(28)
Interculturality and the Cultural Identities of Language Teachers
118(3)
Transnational English Teachers: Paloma and Ruby
121(14)
Telecollaboration for Intercultural Learning
135(7)
Discussion: Intercultural Identity Development
142(3)
6 Cultural Pedagogies
145(30)
Constructing Images of Culture
147(3)
Analyzing Cultural Pedagogies
150(2)
Findings on Cultural Pedagogy
152(18)
Discussion
170(5)
7 Teaching on the Faultlines
175(26)
Historicity, Revisited
177(4)
Connecting Identities and Pedagogies
181(5)
Implications for Cultural Pedagogy in Teacher Education
186(13)
Conclusion
199(2)
Appendix 1 Transcription Conventions 201(1)
Appendix 2 Teacher Information and Schedule of Data Collection 202(4)
Appendix 3 Interview Protocols 206(11)
Appendix 4 Quotes from TESOL Website 2012 217(1)
References 218(10)
Author Index 228(3)
Topic Index 231
Julia Menard-Warwick is an Associate Professor of Linguistics at the University of California Davis, USA. Her research interests include bilingual identity development, second language learning and teaching, and narrative. She is the author of 'Gendered Identities and Immigrant Language Learning' (Multilingual Matters, 2009).
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