By Peter Sayer
The significant subject of this booklet is the ambiguities and tensions lecturers face as they try to place themselves in ways in which legitimize them as language lecturers, and as English audio system. targeting 3 EFL lecturers and their colleges within the southern Mexican country of Oaxaca, it records how traditional practices of language educators are formed by way of their social context, and examines the jobs, identities, and ideologies that lecturers create with a purpose to navigate and negotiate their particular context. it's targeted in bringing jointly a number of present theoretical and methodological advancements in TESOL and utilized linguistics: the functionality of language ideologies and identities, severe TESOL pedagogy and learn, and ethnographic tools in learn on language studying and teaching. Balancing and mixing descriptive reporting of the lecturers and their contexts with a theoretical dialogue which connects their neighborhood issues and practices to broader matters in TESOL in foreign contexts, it permits readers to understand the sophisticated complexities that supply upward push to the “tensions and ambiguities” in EFL academics’ specialist lives.
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Additional resources for Ambiguities and Tensions in English Language Teaching: Portraits of EFL Teachers as Legitimate Speakers
In her third year in the village, Rocío insists she is happy with her life during the week in the village. “Some teachers don’t like it here,” she says. ’” Most working-age men are away in the United States, and the evenings are especially quiet. Rocío’s students often stop by to trade music ﬁles on her laptop. She has learned some phrases in Chinanteco, the local language, and has grown accustomed to the rustic, camping-out style of living. Her daily 30-minute hike down the mountainside to the school at the bottom of the village takes her through narrow winding dirt paths between adobe-block homes; pigs root in the muck, calla lilies grow wild along the canals, and packs of aggressive turkeys prowl the paths.
Many schools include the word “bilingual” in their title, even though for most this often amounts to only a few lessons in English per week. The quality of education in private schools varies greatly, for instance, from the small working class college where Carlos works in the mornings to the elite school across town where he goes in the afternoons. In general, English teaching in private schools tends to be good, and the best universities in central and northern Mexico conduct many of their classes in English.
HILARIO: Well like with the bosses. I worked in the back of the warehouse, but sometimes the Mexicans [local construction workers] arrived to ask about some… construction stuff. ” So I told them “They just want a shovel” or such-andsuch amount of sheetrock, stuff like that. Well, yeah, I was making some money maybe, to eat and buy some clothes but… it wasn’t really living. I don’t know… I just didn’t see any sense in it. And being an illegal, well, there’s no point… no objective other than to work like a dog just to make money.
Ambiguities and Tensions in English Language Teaching: Portraits of EFL Teachers as Legitimate Speakers by Peter Sayer