Horizons of Possibility: Identity and Language in Teacher Education – Brian Morgan
Brian Morgan, Glendon College/York University
: 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 27th, 2011
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).
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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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Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Clevedon: Multilingual Matters.
Clarke, M. (2009). The ethico-politics of teacher identity. Educational Philosophy & Theory, 41(2), 185-200.
Clarke, M., & Morgan, B. (2011). Education and social justice in neoliberal times: Historical and pedagogical perspectives from two postcolonial contexts. In M. Hawkins (Ed.), Language
teacher education: A social justice approach (pp. 63-85). Bristol, UK: Multilingual Matters.
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Golombek, P., & Johnson, K. (2003). Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second language teachers’ development. Teachers and Teaching: Theory and Practice 10, 307-327.
Haque, E., & Morgan, B. (2009). Un/Marked pedagogies: A dialogue on race across EFL and ESL settings. In R. Kubota & A. Lin (Eds.), Race, culture, and identities in Second language education (pp. 271-285). New York: Routledge.
Johnston, B. (2003). Values in English language teaching. Mahwah, NJ: LEA
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Morgan, B. (2009). Fostering transformative practitioners for critical EAP:
Possibilities and challenges. Journal of English for Academic Purposes, 8, 86-99.
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(pp. 817-836). New York: Routledge.
Morgan, B., & Ramanathan, V. (2009). Outsourcing, globalizing economics, and shifting language policies: Issues in managing Indian call centres. Language Policy, 8, 69-80.
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Bristol, UK: Multilingual Matters.
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van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Dordrecht: Kluwer.