27.4999, Books: The Plurilingual TESOL Teacher: Ellis

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LINGUIST List: Vol-27-4999. Wed Dec 07 2016. ISSN: 1069 - 4875.

Subject: 27.4999, Books: The Plurilingual TESOL Teacher: Ellis

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Date: Wed, 07 Dec 2016 11:09:40
From: Pablo Dominguez Andersen [pablo.dominguez at degruyter.com]
Subject: The Plurilingual TESOL Teacher: Ellis

 


Title: The Plurilingual TESOL Teacher 
Subtitle: The Hidden Languaged Lives of TESOL Teachers and Why They Matter 
Series Title: Trends in Applied Linguistics [TAL]  

Publication Year: 2016 
Publisher: De Gruyter Mouton
	   http://www.degruyter.com/mouton
	

Book URL: https://www.degruyter.com/view/product/205565?format=G 


Author: Elizabeth Ellis

Hardback: ISBN:  9781614515890 Pages:  Price: U.S. $ 140.00


Abstract:

This book introduces a new topic to applied linguistics: the significance of
the TESOL teacher’s background as a learner and user of additional languages.
The development of the global TESOL profession as a largely English-only
enterprise has led to the accepted view that, as long as the teacher has
English proficiency, then her or his other languages are irrelevant.
The book questions this view. Learners are in the process of becoming
plurilingual, and this book argues that they are best served by a teacher who
has experience of plurilingualism.

The book proposes a new way of looking at teacher linguistic identity by
examining in detail the rich language biographies of teachers: of growing up
with two or more languages; of learning languages through schooling or as an
adult, of migrating to another linguaculture, of living in a plurilingual
family and many more.

The book examines the history of language-in-education policy which has led to
the development of the TESOL profession in Australia and elsewhere as a
monolingual enterprise. It shows that teachers’ language backgrounds have been
ignored in teacher selection, teacher training and ongoing professional
development. The author draws on literature in teacher cognition, bilingualism
studies, intercultural competence, bilingual lifewriting and linguistic
identity to argue that languages play a key part in the development of
teachers’ professional beliefs, identity, language awareness and language
learning awareness.

Drawing on three studies involving 115 teachers from Australia and seven other
countries, the author demonstrates conclusively that large numbers of teachers
do have plurilingual experiences; that these experiences are ignored in the
profession, but that they have powerful effects on the formation of beliefs
about language learning and teaching which underpin good practice. Those
teachers who identify as monolingual almost invariably have some language
learning experience, but it was low-level, short-lived and unsuccessful.
How does the experience of successful or unsuccessful language learning and
language use affect one’s identity, beliefs and practice as an English
language teacher? What kinds of experience are most beneficial?

These concepts and findings have implications for teacher language education,
teacher professional development and the current calls for increased
plurilingual practices in the TESOL classroom.
 



Linguistic Field(s): Applied Linguistics


Written In: English  (eng)

See this book announcement on our website: 
http://linguistlist.org/pubs/books/get-book.cfm?BookID=108973

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