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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.
To respond to the multilingual turn in language education, this
volume constitutes a challenge to the traditional, monolingual, and
native speakerism paradigm in the field of Teaching English to
Speakers of Other Languages (TESOL) through a translanguaging lens.
The chapters offer complex global perspectives - with contributions
from five continents - to open critical conversations on how to
conceptualize and implement translanguaging in teacher education
and classrooms of various contexts. The researchers exhibit a
shared commitment to transforming TESOL profession that values
teachers' and learners' full linguistic repertoires. This volume
should prove a valuable resource for students, teachers, and
researchers interested in English teaching and learning, applied
linguistics, second language acquisition, and social justice.
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.
To respond to the multilingual turn in language education, this
volume constitutes a challenge to the traditional, monolingual, and
native speakerism paradigm in the field of Teaching English to
Speakers of Other Languages (TESOL) through a translanguaging lens.
The chapters offer complex global perspectives - with contributions
from five continents - to open critical conversations on how to
conceptualize and implement translanguaging in teacher education
and classrooms of various contexts. The researchers exhibit a
shared commitment to transforming TESOL profession that values
teachers' and learners' full linguistic repertoires. This volume
should prove a valuable resource for students, teachers, and
researchers interested in English teaching and learning, applied
linguistics, second language acquisition, and social justice.
Inspired by the Consumer Credit Act 2006, this detailed work offers
practical guidance on the legislation. The scope and impact of the
regulation is undergoing fundamental change; for example, financial
limits on regulation are being partially removed, the OFT are given
the power to fine licensees, an Ombudsman scheme is being
introduced and agreements can be reopened where the relationship
arising is held to be unfair. This book addresses topics of
practical concern and examines the areas most relevant to
practitioners drafting, securitising or seeking to defend claims
under credit or hire agreements. In particular, the book focuses on
the outstanding problems and issues arising from the application of
the Consumer Credit Act. In-depth commentary is provided by an
expert author team who have appeared in many recent cases where
enforceability of rights under credit and hire agreements has been
in issue.
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