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Full Description
To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens. The chapters offer complex global perspectives - with contributions from five continents - to open critical conversations on how to conceptualize and implement translanguaging in teacher education and classrooms of various contexts. The researchers exhibit a shared commitment to transforming TESOL profession that values teachers' and learners' full linguistic repertoires. This volume should prove a valuable resource for students, teachers, and researchers interested in English teaching and learning, applied linguistics, second language acquisition, and social justice.
Contents
Foreword: Cutting Through the Monolingual Grip of TESOL Tradition - The Transformative Power of the Translanguaging Lens; Angel M. Y. Lin.- Envisioning TESOL through a Translanguaging Lens in the Era of Post-Multilingualism; Zhongfeng Tian, Laila Aghai, Peter Sayer, and Jamie L. Schissel.- Part I: Theorizing Translanguaging in TESOL.- Broadening the View: Taking up a Translanguaging Pedagogy with All Language-minoritized Students; Kate Seltzer, and Ofelia García.- The Need for Translanguaging in TESOL; Sabrina F. Sembiante, and Zhongfeng Tian.- Framing the Realities of TESOL Practice through a Translanguaging Lens; Graham Hall.- Part II: "No, Professor, That is Not True": First Attempts at Introducing Translanguaging to Pre-service Teachers; Elena Andrei, Amanda Kibler, and April Salerno.- Reenvisioning Second Language Teacher Education through Translanguaging Praxis; Matthew R. Deroo, Christina M. Ponzio and Peter De Costa.- Learning to Teach English for Justice from a Translanguaging Orientation; Elizabeth Robinson, Zhongfeng Tian, Elie Crief, and Maíra Lins Prado.- Pedagogical Sismo: Translanguaging Approaches for English Language Instruction and Assessment in Oaxaca, Mexico; Julio Morales, Jamie L. Schissel, and Mario López-Gopar .- Incorporating Australian Primary Students' Linguistic Repertoire into Teaching and Learning; Marianne Turner.- Translanguaging as a Decolonization Project?: Malawian Teachers' Complex and Competing Desires for Local Languages and Global English; Sunny Man Chu Lau.- Part III: Translanguaging in TESOL Classrooms.- Tower of Babel or Garden of Eden? Teaching English as a Foreign Language through a Translanguaging Lens; Mirjam Günther-van der Meij and Joana Duarte.- "Colibrí" 'Hummingbird' as Translanguaging Metaphor; Brian Seilstad and Somin Kim.- Translanguaging and Task Based Language Teaching: Crossovers and Challenges; Corinne Seals, Jonathan Newton, Madeline Ash and Bao Trang Thi Nguyen.- Translanguagingfor Vocabulary Development: A Mixed Methods Study with International Students in a Canadian English for Academic Purposes Program; Angelica Galante.- EFL Instructors' Ambivalent Ideological Stances Toward Translanguaging: Collaborative Reflection on Language Ideologies; Christian Fallas Escobar.- Chapter 15. Effects of Teachers' Language Ideologies on Language Learners' Translanguaging Practices in an Intensive English Program; Laila Aghai, Peter Sayer, and Mary Lou Vercellotti.- Conclusions: Translanguaging as Transformation in TESOL; Peter Sayer.
