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Recognizing the need for increased social justice in the fields of
TESOL and English language teaching (ELT) globally, this volume
presents a range of international case studies and empirical
research to demonstrate how English language instruction can
promote social and linguistic justice through advocacy-oriented
pedagogies and curricula. Advocacy for Social and Linguistic
Justice in TESOL adopts a critical, and evidence-based approach to
identifying effective practice in ensuring inclusive and equitable
learning and teaching. Chapters address emergent issues including
heritage language and L1 attrition, teacher and learner identity,
and linguistic colonialism, as well as wider issues such as global
citizenship and human rights. Focus is placed on empowering both
educators and learners as advocates of social justice and
consideration is also given to how social responsibility can be
supported through enhanced teacher preparation and professional
development. Making a timely contribution at the intersection of
advocacy, social justice, and English language teaching, this book
will be key reading for postgraduate researchers, scholars, and
academics in the fields of TESOL and ELT, as well as language
education, applied linguistics, and the sociology of education more
broadly. English language teachers and practitioners will also find
this volume of interest.
Recognizing the need for increased social justice in the fields of
TESOL and English language teaching (ELT) globally, this volume
presents a range of international case studies and empirical
research to demonstrate how English language instruction can
promote social and linguistic justice through advocacy-oriented
pedagogies and curricula. Advocacy for Social and Linguistic
Justice in TESOL adopts a critical, and evidence-based approach to
identifying effective practice in ensuring inclusive and equitable
learning and teaching. Chapters address emergent issues including
heritage language and L1 attrition, teacher and learner identity,
and linguistic colonialism, as well as wider issues such as global
citizenship and human rights. Focus is placed on empowering both
educators and learners as advocates of social justice and
consideration is also given to how social responsibility can be
supported through enhanced teacher preparation and professional
development. Making a timely contribution at the intersection of
advocacy, social justice, and English language teaching, this book
will be key reading for postgraduate researchers, scholars, and
academics in the fields of TESOL and ELT, as well as language
education, applied linguistics, and the sociology of education more
broadly. English language teachers and practitioners will also find
this volume of interest.
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