Featuring educators implementing innovative approaches in primary, secondary, and tertiary contexts across borders, Contemporary Foundations for Teaching English as an Additional Language is an ideal text for methods and foundational courses in TESOL and will appeal to in-service and preservice English language teachers as well as students and teacher educators in TESOL and applied linguistics.
Table of Contents
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 ShinUNIT 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 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 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 ImplicationsEunjeong 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 JangUNIT 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 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 SuUNIT 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 RuzmatovaUNIT 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 KwitondaUNIT 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
PE1128.A2 C761 2021
http://opac.nu.ac.th/vufind/Record/1019935
