Description
The field of TESOL encompasses English teachers who teach English as an additional language in English-dominant countries and those teachers who teach English as a foreign language in countries where a language other than English is the official language. This range of educators teaches English to children, adolescents, and adults in primary, secondary, post-secondary, popular education, and language academies or tutoring centers. The diversity of learners and contexts within the TESOL field presents a unique opportunity for educators to address varied educational and societal needs. This opportunity calls for TESOL educators who can support the whole learner in a range of contexts for the greater social good. There is an urgent need for readily reproducible and step-by-step research-based practices and current standards in TESOL that bridge the gap between critical scholarship and equitable teaching practices. This book would serve as a critical addition to current literature in TESOL.
TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy is an essential reference that provides practical and equitable step-by-step guides for TESOL educators through the current best practices and methods for effective and equity-minded teaching, critical inquiry, and transformative advocacy. This book is of particular value as it bridges theories to practices with a critical look at racial and social justice in English language teaching, which will lead to the integration of social justice-focused practice across the new curriculum. Covering topics such as integrated language instruction, equity and inclusivity, critical consciousness, and online learning, this text is essential for in-service and pre-service TESOL educators, education students, researchers, administrators, teacher educators, and academicians.
Author's/Editor's Biography
Jenifer Crawford (Ed.)
Jenifer Crawford is a Professor of Clinical Education in the Rossier School of Education at the University of Southern California. Crawford earned her Ph.D. in Urban Schooling from UCLA specializing in teachers’ leadership and advocacy in public schools in collaboration with linguistically and racially minoritized communities. A former teacher in the U.S., Mexico, and Brazil, she currently prepares multilingual teachers for diverse learners and contexts. Her research interests include critical praxis in language education rooted in critical pedagogy, an understanding of racial discourses, leveraging parent and community involvement, and integrating technology.
Robert Filback (Ed.)
Robert A. Filback holds a Ph.D. in Education Policy and Administration from the University of Southern California (USC), where he also earned his M.S. in Teaching English as a Second Language and his B.S. in Chemistry. Currently serving as Chair of the Faculty Council and Professor of Clinical Education at USC's Rossier School of Education, Filback boasts extensive experience in academia, including roles as Chair of the MAT-TESOL Program and Founding Co-Chair of the Global Executive Doctor of Education Program. He has held various teaching positions, both domestically and abroad, and has contributed significantly to research and publication in the field. Filback has delivered numerous conference presentations, invited talks, and multimedia projects, showcasing his expertise in education policy, innovation, and leadership. As an active member of multiple professional affiliations and committees, he continues to make significant contributions to the field of education.