Decentering Advocacy in English Language Teaching

Global Perspectives and Local Practices

Häftad, Engelska, 2024

AvKate Mastruserio Reynolds,Grazzia Maria Mendoza-Chirinos,Debra Suarez,Okon Effiong,Georgios Kormpas

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Advocacy has been an important part of English language teaching, teacher training, and the experiences of individual students. By bringing together ELT advocates that represent diverse continents and countries, Decentering Advocacy in English Language Teaching highlights global efforts in advocacy as it provides an overview of best practices for English language teaching and learning. In each chapter, an ELT advocate describes the need for their project, the steps they took, the challenges they faced in their particular context, the parameters they needed to work within, and how they worked within these constraints to achieve their goals. These stories offer insight into classroom and school focused efforts as well as social projects, and touch upon contexts in which educators may feel that they cannot engage in overt advocacy movements. With chapters focused on Africa, East Asia, the Middle East, and Latin America, the volume contributors identify patterns based on what has worked well transculturally and in sociopolitically constrained contexts to develop effective principles and practices. By bringing many different advocacy efforts and the latest advocacy research together, Decentering Advocacy in English Language Teaching identifies recognizable standards that can take the onus off of individual advocates to reinvent the wheel.

Produktinformation

Utgivningsdatum2024-12-16
Mått152 x 229 x undefined mm
FormatHäftad
SpråkEngelska
Antal sidor256
FörlagThe University of Michigan Press
ISBN9780472039814

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Kate Mastruserio Reynolds is Professor of Teaching English to Speakers of Other Languages & Literacy at Central Washington University. Grazzia Maria Mendoza-Chirinos is Researcher at WIDA at the University of Wisconsin–Madison. Debra Suarez is President (2024–25) of the TESOL International Association and the Executive Director of Uplifting Teachers, LLC.Okon Effiong is Lecturer of English at Qatar University. Georgios Kormpas is Director of Teaching, Learning, and Development Center at Al Yamamah University.

Introduction by Kate Mastruserio Reynolds, Grazzia Maria Mendoza-Chirinos, Debra Suarez, Okon Effiong, and Georgios KormpasChapter 1: Igniting the Passion: ELT Renaissance at Itolu Community High School, Ilaro, Nigeria by Oluyemisi OladejoChapter 2: Advocacy and Education as a Vehicle for Economic Development and Empowerment of the Garifuna in Belize by Abigail Awanga EkangouoChapter 3: Relevant Education as a Vehicle for Economic Development in Belize by Enita Elecia BarrettChapter 4: De-Colonizing Advocacy: Advocacy Efforts for English Language Teaching and Learning in Belize by Ethnelda PaulinoChapter 5: English for a Better Future Program: An Initiative to Provide Quality Education to El Salvador’s Youth by Miguel Ángel Carranza CarranzaChapter 6: TESOL Transformative Advocacy in Tertiary Education in Vietnam by Son Nguyen, Huong Lam, and Hong-Anh NguyenChapter 7: Using English Language Teaching as a Platform for Developing Self-Advocacy: English is our Future by Briana RogersChapter 8: Supporting Young Learners’ English in Public Schools in Turkey: Spoken Cafes Project by Sumru AkcanChapter 9: EFL Classrooms as Spaces for Advocacy Acts in Areas of Intractable Conflict by Julia Schlam Salman and Bridget SchvarczChapter 10: Three Decades of Supporting English Teachers in Paraguay: PARASOLs New Advocacy Response by Valentina Canese, Susan Spezzini, and Rocío MazzoleniChapter 11: Metagogy as Advocacy in Initial Teacher Education by Gabriel Diaz MaggioliChapter 12: Global Efforts in Advocacy for English Language Teaching and Learning: Conclusions and Futures by Okon Effiong, Kate Mastruserio Reynolds, Debra Suarez, Georgios Kormpas, Grazzia Maria Mendoza-ChirinosIndex

“This book would be great for undergraduate and graduate level advocacy courses in TESOL/TELF/ELT teacher education programs. The content is truly international, and from countries that usually we hear less from in the field of TESOL. The book offers real life examples from different parts of the world, it describes limitations in different contexts, and it includes reflections on strategies and practices that could be used. Giving instructors from the reported countries the opportunity to write each chapter through well-conceptualized guiding questions creates uniformity throughout and makes this book truly phenomenal.”