Brian Morgan, Glendon College/York University
Toronto, Canada
: All language teaching and learning takes place within a complex socio-political, cultural and economic context. The TESOL professional is able to analyze this context, and understand its influence on the classroom. This course examines the context of TESOL and considers how various issues influence and inform such elements as classroom methodology, leadership, administration, programme design, the role and responsibility of the teacher, the teacher as leader and change agent. Students will be encouraged to select and analyze issues that are relevant to the particular context within which they are, or expect to be, teaching (Morgan, 2009).

University of São Paulo, Brazil, October 27^th, 2011

INTRODUCTION

Language Teacher Identity:

• Memories, insights and blind spots: Growing up in Regina, Saskatchewan
• Agency and official content/curricula: Knowledge acquiring the student/teacher
• “Remarkable Canadians talk about their remarkable teachers” (“When the penny dropped”)
• Complexities for syllabus design: Identity and agency are not direct-instruction phenomena; not easily benchmarked and measured
• Becoming an “agent of change”: A process of identification
• A changing profession: Burns, Johnston; issues and choices for LTE
• Teacher as “technician”/Teacher as “change agent”: Knowledge acquiring the student/teacher

FROM THEORY TO PRACTICE

LING 3600: Socio-Political Issues in Second/Foreign Language Teaching

Course Description: All language teaching and learning takes place within a complex socio-political, cultural and economic context. The TESOL professional is able to analyze this context, and understand its influence on the classroom. This course examines the context of TESOL and considers how various issues influence and inform such elements as classroom methodology, leadership, administration, programme design, the role and responsibility of the teacher, the teacher as leader and change agent. Students will be encouraged to select and analyze issues that are relevant to the particular context within which they are, or expect to be, teaching (Morgan, 2009).

REFERENCES

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Burns, A. (2005). Interrogating new worlds of English language teaching. In A. Burns (Ed.),     Teaching English from a global perspective (pp. 1-18). Alexandria, VA: TESOL.

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