Skip to main content
SpringerLink
Log in
Book cover

Multidisciplinary Research Perspectives in Education pp 53–60Cite as

Rethinking Pedagogy and Practice in TESOL and Languages

  • Chapter

  • 947 Accesses

Abstract

It is March and today is the beginning of the Australian academic year. I am meeting the students who will belong to this year’s English as Additional Language (EAL) and Teaching English to Students of Other Languages (TESOL) pedagogy classes for the first time. In front of me are students from a wide number of contexts: China, Iran, Syria, Thailand, Vietnam, New Guinea, Germany and Ireland. There are also a number of local, Australian-born students who make up a small percentage of my class.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalisation. Minneapolis, MN: University of Minnesota Press.

    Google Scholar 

  • Arber, R. (2010). English education for international students in local schools: Practices of inclusion and discourses of exclusion. English: Teaching and Learning, 34(2), 1–45.

    Google Scholar 

  • Australian Curriculum and Assessment and Reporting Authority (ACARA). (2014). Retrieved from http://www.acara.edu.au

  • Block, D. (2007). Second language identities. London & New York, NY: Continuum.

    Google Scholar 

  • Bourdieu, P. (2007). The bachelors’ ball: The crisis of peasant society in Bearn (R. Nice, Trans.). Cambridge: Polity Press.

    Google Scholar 

  • Burns, A. (2001). Genre-based approaches to writing and beginning adult ESL students. In C. N. Candlin & N. Mercer (Eds.), English language teaching in its social context: A reader (pp. 200–208). London: Routledge.

    Google Scholar 

  • Candlin, C., & Mercer, N. (Eds.). (2001). English language teaching in its social context: A reader (Teaching English language worldwide). New York, NY: Psychology Press.

    Google Scholar 

  • Fairclough, N. (2013). Critical discourse analysis: The critical study of language. Oxon: Routledge.

    Google Scholar 

  • Fairclough, N. (2014). Language and power (3rd ed.). London: Longman.

    Google Scholar 

  • Garcia, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke: Palgrave Macmillan.

    Book  Google Scholar 

  • Gardner, H. (2011). Truth, beauty, and goodness reframed: Educating for the virtues in the 21st century. New York, NY: Basic Books.

    Google Scholar 

  • Gee, J. P. (2010). An introduction to discourse analysis: Theory and method (3rd ed.). Oxon & New York, NY: Routledge.

    Google Scholar 

  • Gee, J., & Green, J. (1998). Discourse analysis, learning and social practice: A methodological study. Review of Research in Education, 23, 119–169.

    Google Scholar 

  • Gibbons, P. (2014). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Portsmouth, NH: Heinemann.

    Google Scholar 

  • Hajek, J., & Slaughter, K. (Eds.). (2015). Challenging the monolingual mindset. Bristol: Channel View Publications.

    Google Scholar 

  • Hall, S. (1996). Who needs ‘identity’? In S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. viii–xx). London & Thousand Oaks, CA: Sage.

    Google Scholar 

  • Halliday, M. A. K. (2002). Categories of the theory of grammar. In J. Webster (Ed.), On grammar: Volume 1 of the collected works of M. A. K. Halliday. London: Continuum.

    Google Scholar 

  • Harmer, J. (2015). The practice of English language teaching (5th ed.). Harlow, UK: Pearson.

    Google Scholar 

  • Kramsch, C. J. (1998). Language and culture. Oxford: Oxford University Press.

    Google Scholar 

  • Larsen-Freeman, D., & Anderson, M. (2015). Techniques and principles in language teaching. Oxford: Oxford University Press.

    Google Scholar 

  • Luke, A., & Freebody, P. (1999). A map of possible practices: Further notes on the four resources model. Practically Primary, 4(2), 5–8.

    Google Scholar 

  • Marton, F., & Tsui, A. B. M. (2004). Classroom discourse and the space of learning. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Miller, S. J., & Norris, L. (2007). Unpacking the loaded teacher matrix: Negotiating space and time between university and secondary English classrooms. New York, NY: Peter Lang Publications.

    Google Scholar 

  • Murray, D. E., & Christison, M. (2010). What English language teachers need to know, Vol. I: Understanding learning. London: Routledge.

    Google Scholar 

  • Murray, D. E., & Christison, M. (2011). What English language teachers need to know, Vol. II: Facilitating learning. London: Routledge.

    Google Scholar 

  • Murray, D. E., & Christison, M. (2014). What English language teachers need to know, Vol. III: Designing curriculum. London: Routledge.

    Google Scholar 

  • Nunan, D. (2003). Practical English language teaching. New York, NY: McGraw-Hill.

    Google Scholar 

  • Pavlenko, A., & Norton, B. (2007). Imagined communities, identity, and English language learning. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 669–680). New York, NY: Springer.

    Chapter  Google Scholar 

  • Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Rizvi, F. (2009a). Education and its cosmopolitan possibilities. In R. Lingard, J. Nixon, & S. Ranson (Eds.), Transforming learning in schools and communities (pp. 101–116). London: Continuum.

    Google Scholar 

  • Rizvi, F. (2009b). Mobile minds. In J. Kenway & J. Fahey (Eds.), Globalising the research imagination (pp. 101–144). London: Routledge.

    Google Scholar 

  • Singh, M., & Harreveld, B. (2014). Deschooling l’earning: Young adults and the new spirit of capitalism. London: Palgrave.

    Book  Google Scholar 

  • Tsui, A. B. M. (2014). English as lingua franca on campus: Cultural integration or segregation. In N. Murray & A. Scarino (Eds.), Dynamic ecologies: A relational perspective on languages education (pp. 75–89). Dordecht: Springer.

    Chapter  Google Scholar 

  • Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge: Cambridge University Press.

    Google Scholar 

  • Vertovec, S. (2009). Transnationalism. New York, NY: Routledge.

    Google Scholar 

  • Vygotsky, L. S. (2012). Thought and language (rev. ed.) (E. Hanfmann & G. Vakar, Trans.). Cambridge, MA: MIT Press.

    Google Scholar 

  • Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, Deakin University, Geelong, Australia

    Ruth Arber

Authors
  1. Ruth Arber
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Deakin University, Australia

    Indika Liyanage

  2. Sichuan Normal University, China

    Badeng Nima

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Arber, R. (2016). Rethinking Pedagogy and Practice in TESOL and Languages. In: Liyanage, I., Nima, B. (eds) Multidisciplinary Research Perspectives in Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-615-6_7

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-615-6_7

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-615-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation