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Social Consequences of Testing for Language-minoritized Bilinguals in the United States
This book constructs a historical narrative to examine the social consequences of testing faced by language-minoritized bilinguals in the United States. These consequences are understood with respect to what language-minoritized bilinguals faced when they have sought (1) access to civic participation (2) entry into the United States, (3) education in K-12 Schools, and (4) higher education opportunities. By centering the test-taker perspective with a use-oriented testing approach, the historical narrative describes the cumulative nature of these consequences for this community of individuals, which demonstrates how the mechanism of testing – often in conjunction with other structural and po...
Envisioning TESOL through a Translanguaging Lens
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.
The Racialized Nature of Academic Language
This book explores the implicit and explicit marginalization that English as additional language (EAL) learners, immigrant or language-minoritized children and adults confront at schools when learning to socialize into using the language of schooling. The chapters examine how the notion and practice of academic language has become racialized. In examining racialized academic language, the authors are not being dismissive of it completely; rather, they scrutinize its presence and impact on individuals' lives as their reality. The first section explores connections between eugenics, intelligence, whiteness, and language, as well as monolingualism and bilingualism. The chapters in the second se...
Developing Translanguaging Repertoires in Critical Teacher Education
The Critical Approaches in Applied Linguistics book series focuses on methods of inquiry, approaches, theories, concepts, and topics in applied linguistics that are critical in nature - that is, geared toward interrogating the relationship between language and the (re)creation of present and possible worlds. The field of applied linguistics has traditionally focused on 'real world issues'. In recent years, there has been a socially-oriented turn that considers issues including language policy, language assessment, language acquisition, discourse, and other topics from a critical perspective. This critical approach not only describes social issues but recognizes societal inequities and seeks ...
Pedagogy of Humanization
The purpose of Pedagogy of Humanization: Preparing Teachers for Culturally Sustaining Classrooms is to build a critical mass of educators who know how to employ the principles of critical pedagogy in elementary classrooms. This includes attention to the various knowledge, skills, and dispositions required of critical pedagogues in their curricula, instruction, assessment, classroom environment, and relationships. From Critical Race Theory (CRT) to restorative justice-oriented classroom management, the theoretical is made practical. Moreover, the structure of the book follows the curriculum of a traditional teacher education program, making it complementary to any teacher education course. Th...
Assessing English Language Proficiency in U.S. K–12 Schools
Assessing English Language Proficiency in U.S. K–12 Schools offers comprehensive background information about the generation of standards-based, English language proficiency (ELP) assessments used in U.S. K–12 school settings. The chapters in this book address a variety of key issues involved in the development and use of those assessments: defining an ELP construct driven by new academic content and ELP standards, using technology for K–12 ELP assessments, addressing the needs of various English learner (EL) students taking the assessments, connecting assessment with teaching and learning, and substantiating validity claims. Each chapter also contains suggestions for future research that will contribute to the next generation of K–12 ELP assessments and improve policies and practices in the use of the assessments. This book is intended to be a useful resource for researchers, graduate students, test developers, practitioners, and policymakers who are interested in learning more about large-scale, standards-based ELP assessments for K–12 EL students.
Culture Wars in American Education
Culture Wars in American Education: Past and Present Struggles Over the Symbolic Order radically questions norms and values held within US Education and analyses why and how culture wars in American education are intense, consequential, and recurrent. Applying the concept of “symbolic order,” this volume elaborates ways in which symbolic representations are used to draw boundaries, allocate status, and legitimate the exercise of authority and power within American schooling. In particular, the book illustrates the “terms of inclusion” by which full membership in the national community is defined, limited, and contested. It suggests that repetitive patterns in the symbolic order, for ...
Multilingual Nations, Monolingual Schools
The effects of colonialism in education and society have deep and difficult legacies. This book argues that it is necessary to better understand the deep roots of colonialism in order to realize justice and overturn forms of oppression in education policy, in classrooms, or in family and community-based education. Highlighting research from across Abya-Yala with examples from various parts of North, Central, and South America, chapter authors explore the ways that colonialism manifests in current educational policy and practice; how this happens through language use and communication; and, by starting locally, what comparisons can be gained across different cases across the continent. This v...
A Sociopolitical Agenda for TESOL Teacher Education
Teaching English to Speakers of Other Languages (TESOL) sits at the nexus of constant change, which makes it vitally important for language teachers to engage in continuous development and keep abreast of the sociopolitical milieu in which they are embedded. However, most teacher education activities are often associated with what is perceived as best practices that are expected to be adopted (often uncritically) for classroom application and practice, with the intention of training teachers to become technicians in their respective classrooms. In reality, TESOL practitioners often find themselves in situations that require them to be reflexive practitioners and to negotiate sites of politic...
Language Teacher Identity in TESOL
This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; ...
