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Integrating Language Skills, Practices, and Content in Equitable TESOL Lesson Planning

Integrating Language Skills, Practices, and Content in Equitable TESOL Lesson Planning
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Author(s): Esther S. Gross (The Center for Educational Technology, Israel) and Jenifer A. Crawford (University of Southern California, USA)
Copyright: 2022
Pages: 22
Source title: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
Source Author(s)/Editor(s): Jenifer Crawford (University of Southern California, USA) and Robert A. Filback (University of Southern California, USA)
DOI: 10.4018/978-1-7998-8093-6.ch001

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Abstract

Teachers and students in TESOL confront persistent racial, linguistic, economic, and social inequities in English language education. Many universities are striving to enact inclusive teaching that serves their diverse student body. This chapter offers a balanced approach that synthesizes language teaching research, theories, and practices to offer equitable strategies and tools for planning TESOL lessons and an exemplar university English as a Foreign Language lesson. These strategies, tools, and examples provide support for teachers to plan to explore inequities in the sociopolitical and raciolinguistic conditions of language and language learning with their students through lessons that integrate language skills, practices, and content. There is significant research on critical approaches to language education, but this chapter contributes to critical praxis in TESOL by providing detailed guidance for teachers on integrated lesson planning for adult EFL classes.

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