Ambiguities and tensions in English language teaching : portraits of EFL teachers as legitimate speakers / / Peter Sayer

• Record Nr.: UNINA9910790369503321
• Autore: Sayer Peter
• Pubbl/distr/stampa: New York, N.Y. ; ; Abingdon, Oxon : , : Routledge, , 2012
• ISBN: 1-136-63542-4; 1-280-68214-0; 9786613659088; 0-203-80371-X; 1-136-63543-2
• Descrizione fisica: 1 online resource (259 p.)
• Collana: ESL & applied linguistics professional series
• Classificazione: EDU000000EDU005000FOR007000
• Disciplina: 428.0071/07274
• Soggetti: English language - Study and teaching - Mexico - Oaxaca (State); English language - Study and teaching - Social aspects - Mexico - Oaxaca (State); English teachers - Mexico - Oaxaca (State); English language - Social aspects
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Front Cover; Ambiguities and Tensions in English Language Teaching; Copyright Page; Contents; Preface; Acknowledgements; List of Abbreviations; 1 Exploring The Contradictions of Language Teaching; 2 Three English Teachers; 3 Squeezing More Juice: Portraits of Local English Teaching in Oaxacan Communities; 4 Legitimacy, Symbolic Competence, and Teaching English; 5 So They Can Defend Themselves a Little: The Meanings and Contradictions of Teaching English; 6 Hey, Take it Easy!: Ambivalence and Language Ideologies; 7 I Lasted One Day and Then I Was Gone: Performing Legitimacy; 8 Conclusions: (Re)legitimizing Through Tensions and AmbiguitiesAppendix Doing Ethnography with Language Teachers; Notes; References; Index
• Sommario/riassunto: "The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. ; Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca, it documents how ordinary practices of language educators are shaped by their social context, and examines the roles, identities, and ideologies that teachers create in order to navigate and negotiate their specific context. It is unique in bringing together several current theoretical and methodological developments in TESOL and applied linguistics: the performance of language ideologies and identities, critical TESOL pedagogy and research, and ethnographic methods in research on language learning and teaching. Balancing and blending descriptive reporting of the teachers and their contexts with a theoretical discussion which connects their local concerns and practices to broader issues in TESOL in international contexts, it allows readers to appreciate the subtle complexities that give rise to the "tensions and ambiguities" in EFL teachers' professional lives"--