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Re-Locating Tesol In An Age Of Empire

Overview

Are TESOL professionals now fairly seen as agents of a new English-speaking empire? Or, if they wish to distance themselves from this role, are there ways of working and living that would make this differentiation clear? Are native English speakers set to become the only educated monolinguals in the world and, if so, should we see this as a sign of their affluence or their impoverishment? How many learners of English perceive the major informing culture of the language to be predominantly one of individual ...
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Overview

Are TESOL professionals now fairly seen as agents of a new English-speaking empire? Or, if they wish to distance themselves from this role, are there ways of working and living that would make this differentiation clear? Are native English speakers set to become the only educated monolinguals in the world and, if so, should we see this as a sign of their affluence or their impoverishment? How many learners of English perceive the major informing culture of the language to be predominantly one of individual depravity and social disintegration? For those who do, how should teachers respond? An international group of authors put forward their differing analyses of the contexts with which they are most familiar, along with proposals for the development of TESOL in a world where military invasion and occupation have been added to the previous mix of globalized economic hegemony and cultural influence exercised by the USA and its allies.
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Editorial Reviews

From the Publisher
'The outcomes of some TESOL activities are unpredictable, the ramifications going well beyond the classroom, ideally impelled by a wish to contribute to a more just world. Edge's book provides a stimulating set of ways of addressing the existential TESOL problem of whether the promotion of English abroad is merely part of the "age of empire", however pedagogically inspired the classroom activities may be. It does not provide easy answers, but it outlines many useful pointers and strategies, and is excellent in presenting why these difficult professional concerns urgently need to be made central to TESOL's "mission"'. - ROBERT PHILLIPSON, Copenhagen Business School, Denmark
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Product Details

  • ISBN-13: 9780230580060
  • Publisher: Palgrave Macmillan
  • Publication date: 5/1/2009
  • Series: Language and Globalization Series
  • Pages: 256
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.70 (d)

Meet the Author

JULIAN EDGE is a Lecturer at the University of Manchester, UK, and has worked as an ESOL teacher, teacher educator, researcher and research director in Europe, the Middle East, South East Asia and Australia. His main interest is in teacher development, personal and professional. Among his key publications is Continuing Cooperative Development (2002).

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Table of Contents

1 Dangerous liaison : globalization, empire and TESOL 1
2 What, then, must we do? : or who gets hurt when we speak, write and teach? 27
3 Critical media awareness : teaching resistance to interpellation 49
4 The (re-)framing process as a collaborative locus for change 65
5 Ideology and language : interconnections between neo-liberalism and English 84
6 Non-judgemental discourse : role and relevance 104
7 Teaching second languages for national security purposes : a case of post-9/11 USA 119
8 Equity and English in South African higher education : ambiguity and colonial language legacy 139
9 Negotiating ELT assumptions in EIL classrooms 158
10 Slaves of sex, money and alcohol : (re-)locating the target culture of TESOL 171
11 Neo-imperialism, evangelism, and ELT : modernist missions and a postmodern profession 195
12 'The hedgehog and the fox' : two approaches to English for the military 208
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