Negotiating Boundaries while becoming a TESOL Practitioner in Southern Thailand (original) (raw)
Related papers
International Journal of Bilingual & Multilingual Teachers of English, 2015
This paper investigates the experiences of three Chinese postgraduate students studying on an MA TESOL and Applied Linguistics course in a British university context. It demonstrates how subtle discourses of "ownership" of English (Holliday, 2014; Pennycook, 1994, 2001; Kumaravadevelu, 2003) persist in such training contexts, despite the general shift towards internationalizing higher education environments in the UK. The paper will discuss how the participants negotiated the teaching practice components of the course, and the issues they faced through being "non-native" speakers of English. It further examines the impact this had on their professional development and self-perceptions of "legitimacy" as teachers of English. The different constructs of a TESOL teacher are discussed and the need for a heightened awareness of training needs for teachers across diverse contexts.
TESOL as a Professional Community: A Half-Century of Pedagogy, Research, and Theory
This article reviews the developments in significant pedagogical and research domains in TESOL during the 50-year history of TESOL Quarterly. It situates these developments in the shift from a modernist to postmodern orientation in disciplinary discourses. The article also considers the changes in modes of knowledge dissemination in the journal by examining the changes in locations of research, authorship, article genres, and research methods. While there is an evolving diversity in the disciplinary discourses of TESOL that can appear to be a threat to the field’s coherence, the article argues that this diversity can contribute to a more plural knowledge base and constructive disciplinary growth for TESOL.
Asia Pacific Journal of Education, 2014
Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the 'Asian century', and shifting conceptions of professionalism in TESOL in non-compulsory education. In booming Asian economies, English language learning is integral to the demand for high-quality education. This has produced increases in TESOL Teacher Education Programme (TTEP) enrolments of both domestic Australian students and international students from Asia. Growth in demand for TTEPs has necessitated that they cater to student diversity, and the intended contexts of practice. This demand has coincided with a concurrent movement towards professional standards for TESOL that, we argue, confronts complexities around quality, accountability, and professional identity and achieving conceptual and contextual coherence. This paper explores tensions between increased student demands for TTEPs, professional standards discourses which are part of the global policy discourses on teacher quality, and the achievement of programmatic conceptual and contextual coherence from the perspective of Australian TTEPs. 2 2
I would like to share a review of my co-authored book with Raqib Chowdhury (2014). The review is by by Jennifer Lund from Indiana University Bloomington, and has just been published in TESOL Quarterly, 50(1), March issue, p.264-266. Thank you Jennifer Lund for your review of our work!!!!! This book offers an insightful and critical look at how the teaching English to speakers of other languages (TESOL) industry has become a commodity for universities in this era of globalization. Taking a post-colonial stance, the authors consider the global role of English and, more pointedly, the role of universities with large numbers of international students studying in teacher training programs in countries where English is regarded as the dominant language. The chapters are organized to first problematize international study abroad programs and their connection with globalization, colonialism, and various discourses. Then, the authors introduce their theoretical framework to explain the interplay between power, knowledge, and individual subjectivity, which they claim has the potential to create " desire " to position oneself within the field of TESOL. Subsequent chapters provide concrete ways in which international students in these teacher training programs may choose to appropriate or resist the label of other often assigned to them. The view of the international student as consumer and TESOL course material as product is emphasized. For scholars of poststructuralism and postmodernism, Chapter 2 features relevant ideas of several key theorists, including an explanation of Foucault's concept of archaeology used prominently in this text as an instrument to " extract " and examine fragments of students' .....
The TESOL Practicum: A Tale of Three Books
The current review acknowledges the complex and subjective nature of the practicum experience and thereby makes a deliberate attempt in recognizing a diverse body of literature that informs the formulation, operationalization, and implementation of the entire practicum process. More specifi cally, it presents a systematic analysis of books focusing on the practicum experience (Richards & Farrell, 2011), language teacher development (Farrell, 2015), and teacher identity negotiation and construction (Cheung, Said, & Park, 2015).
Taking the TESOL Practicum Abroad
Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers, 2017
This chapter examines the experiences of four native English-speaking preservice teachers in a faculty-led study abroad program in South Korea. It elucidates the ways in which these preservice teachers experienced personal and professional growth with an increasing critical awareness of the power imbalance embedded in English language teaching in the global context. Data were collected via students' weekly online discussion posts, electronic portfolio artifacts, and focus group interviews. Findings indicate personal and professional growth in participants' self-perceptions as a result of at least two fundamental aspects of the program: 1) the intentionality with which participants were exposed to a critique of English language teaching in the Korean context and 2) the residential nature of the experience, which provided intensive peer collaboration among practicum participants. The chapter concludes with recommendations for implementing a TESOL practicum abroad as a meaningf...
The Electronic Journal for English as a Second Language, 2023
TESOL teacher education is, at its core, a set of practices that involve collaboration and interaction among individuals from various cultural, linguistic, and national backgrounds. It could be argued that its transnational aspect is a defining feature, which has become increasingly apparent in recent years. Transnationalism can be broadly understood as a process and practice of maintaining multiple connections between individuals and institutions that span nation-state borders (Vertovec, 2009). With English playing a pivotal role in mediating and shaping these connections, language educators have the responsibility to prepare students for participation in a globalized world with an awareness of its cultural and linguistic diversity. This raises a set of challenging questions about how transnationalism affects teacher knowledge formation, how teachers understand their work in the context of transnationalism, and what TESOL teacher education can do to prepare teachers for the challenges of transnational work. The book TESOL Teacher Education in a Transnational World: Turning Challenges into Innovative Prospects, edited by Osman Z. Barnawi and Anwar Ahmed, is a timely response to these questions. In addressing them, the editors bring together the diverse perspectives of scholars on the complexities of transnationalism in relation to teacher education.