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Horizons of Possibility: Identity and Language in Teacher Education – Brian Morgan

2011/11/10

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 27th, 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

Brogden, L. M., & Page, B. (2008). Ghosts on the cupboard: Discursive hauntings during the first year of French immersion teaching in Canada. In T. S. C. Farrell (Ed.), Novice language teachers: Insights and perspectives for the first year. London: Equinox Publishers.

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.

Clarke, M. A. (2003). A place to stand: Essays for educators in troubled times, vol. 1.

Ann Arbor, MI: University of Michigan Press.

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.

Crookes, G. (2009). Values, philosophies, and beliefs in TESOL. Cambridge: CUP.

Edge, J. (2011). The reflexive teacher educator in TESOL: Roots and wings. New York: Routledge.

Farrell, T. S. C. (2009). Critical reflection in a TESL course: Mapping conceptual change.

ELT Journal, 63, 221-229,

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

Makoni, S., & Pennycook, A. (Eds.). (2007). Disinventing and reconstituting languages. Clevedon: Multilingual Matters.

Menezes de Souza, L. M. T. (2007). Entering a culture quietly: Writing and cultural survival in indigenous education in Brazil. In S. Makoni & A. Pennycook (Eds.), Disinventing and reconstituting languages (pp. 135-169). Clevedon: Multilingual Matters.

Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualisation in     bilingual and second language education. IJBEB, 7, 172-188.

Morgan, B. (2009). Fostering transformative practitioners for critical EAP:
Possibilities and     challenges. Journal of English for Academic Purposes, 8, 86-99.

Morgan, B., & Clarke, M. (2011). Identity in second language teaching and learning. In E. Hinkel     (Ed.), Handbook of research in second language teaching and learning (Vol. 2)

(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.

Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History     and research. Language Teaching, 41 (3), 315–348.

Nunan, D., & Choi, J. (Eds.). (2010). Language and culture: Reflective narratives and the emergence     of identity. New York: Routledge.

Ollerhead, S. (2010). Teacher agency and policy response in the adult ESL literacy classroom. TESOL Quarterly, 44, 606-617.

Phan L. H. (2008). Teaching English as an international language: Identity, resistance and negotiation. Clevedon: Multilingual Matters.

Ramanathan, V. (2002). The politics of TESOL education: writing, knowledge, critical pedagogy.     New York: RoutledgeFalmer.

Reagan, T. (2004). Objectification, positivism and language studies: A reconsideration. Critical     Inquiry in Language Studies, 1(1), 41-60.

Sterzuk, A. (forthcoming). The struggle for legitimacy: Indigenized Englishes in a settler society.

Bristol, UK: Multilingual Matters.

Téllez, K. (2010). Teaching English learners: Fostering language and the democratic experience.     Boulder, CO: Paradigm Publishers.

Toohey, K. (2007). Autonomy/agency through socio-cultural lenses. In A. Barfield & S. Brown     (Eds.), Reconstructing autonomy in language education (pp. 231-242). Basingstoke, UK:     Palgrave Macmillan.

Vandrick, S. (2009). Interrogating privilege: Reflections of a second language educator. Ann Arbor:     University of Michigan Press.

van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective.     Dordrecht: Kluwer.

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