The central theme of this book is the ambiguities and tensions
teachers face as they attempt to position themselves in ways that
legitimize them as language teachers, and as English speakers.
Focusing on three EFL teachers and their schools in the southern
Mexican state of Oaxaca, it documents how ordinary practices of
language educators are shaped by their social context, and examines
the roles, identities, and ideologies that teachers create in order
to navigate and negotiate their specific context. It is unique in
bringing together several current theoretical and methodological
developments in TESOL and applied linguistics: the performance of
language ideologies and identities, critical TESOL pedagogy and
research, and ethnographic methods in research on language learning
and teaching. Balancing and blending descriptive reporting of the
teachers and their contexts with a theoretical discussion which
connects their local concerns and practices to broader issues in
TESOL in international contexts, it allows readers to appreciate
the subtle complexities that give rise to the "tensions and
ambiguities" in EFL teachers' professional lives.
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