By Peter Sayer

ISBN-10: 020380371X

ISBN-13: 9780203803714

ISBN-10: 0415897734

ISBN-13: 9780415897730

The significant topic of this ebook is the ambiguities and tensions academics face as they try and place themselves in ways in which legitimize them as language lecturers, and as English audio system. targeting 3 EFL academics and their faculties within the southern Mexican nation of Oaxaca,  it records how usual practices of language educators are formed through their social context, and examines the jobs, identities, and ideologies that lecturers create so as to navigate and negotiate their particular context. it truly is exact in bringing jointly a number of present theoretical and methodological advancements in TESOL and utilized linguistics: the functionality of language ideologies and identities, serious TESOL pedagogy and study, and ethnographic tools in learn on language studying and teaching.   Balancing and mixing descriptive reporting of the academics and their contexts with a theoretical dialogue which connects their neighborhood matters and practices to broader matters in TESOL in foreign contexts, it permits readers to understand the delicate complexities that supply upward thrust to the “tensions and ambiguities” in EFL academics’ expert lives.  

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And being an illegal, well, there’s no point… no objective other than to work like a dog just to make money. But to make a lot and be able to send it back to Mexico you have to work double shifts. And if in Florida just working one shift I was already seeing the Devil closing in on me. Ooooh, there you have to work the whooole day and… damn, that’s real work, and that’s when I saw the reality of things, the reality of what it’s like there. It was now November, and Hilario had a bad argument with his aunt.

I was also influenced by the excellent writing of Henry Wolcott’s A Kwakiutl Village and School (1967), and wished I could write half as beautifully as Keith Basso’s Wisdom Sits in Places: Landscape and Language among the Western Apache (1996). These writers said important academic things and yet said them in a way that appealed to my creative side that likes a good story. Later when I looked into how it was actually done, I discovered that it was called “creative non-fiction” (CNF). Agar (1990) explains that CNF was spawned by investigative journalists of the likes of Norman Mailer, Truman Capote, and Hunter S.

The teachers who agree to work with me do so because they feel there is value in being able to express themselves and “have their voices heard,” but also because they hope to get something out of it that will improve them professionally. One participant wanted to do the interviews completely in English, and even although this slowed things down and may have lowered the quality of the interviews, I could see it was more important for her to have the opportunity to practice her language skills. Another teacher wanted me to focus only on her grammar teaching and to give her a detailed evaluation of her pedagogy.

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Ambiguities and Tensions in English Language Teaching: Portraits of EFL Teachers as Legitimate Speakers by Peter Sayer


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