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This book analyzes the memoirs of 42 'missionary kids' - the
children of North American Protestant missionaries in countries all
over the world during the 20th century. Using a postcolonial lens
the book explores ways in which the missionary enterprise was part
of, or intersected with, the Western colonial enterprise, and ways
in which a colonial mindset is unconsciously manifested in these
memoirs. The book explores how the memoirists' sites and
experiences are exoticized; the missionary kids' likelihood of
learning - or not learning - local languages; the missionary
families' treatment of servants and other local people; and gender,
race and social class aspects of the missionary kids' experiences.
Like other Third Culture Kids, the memoirists are migrants,
travelers, border-crossers and border-dwellers who alternate
between insider and outsider statuses, and their words shed light
on the effects of movement and travel on children's lives and
development.
This book explicitly addresses ethical dilemmas and issues that
post-secondary ESL faculty commonly encounter and examines them in
the framework of social justice concerns. Ethics is defined
broadly, to include responsibilities and obligations to students
inside and outside the classroom, as well to colleagues,
educational institutions, the TESL profession, and society as a
whole.
Scenarios in each chapter provide realistic and compelling
situations for reflection and discussion. The authors then set out
the issues raised, relate them to the classroom environment, and
offer opportunities to examine them in a variety of contexts and to
consider possible solutions to the dilemmas. Issues include
testing, plagiarism, technology, social and political issues
affecting students and the classroom, gift-giving, curriculum
decisions, disruptive students, institutional constraints, academic
freedom, gender, class, and power.
Busy classroom instructors will find this book accessible,
thought-provoking, and relevant to their daily work situations. It
is not intended as a theoretical treatment of ethics and social
justice in ESL, nor does it propose that ESL faculty teach morals
or ethics to students. Rather, it is designed as a concise,
practical introduction to ethical practice for both new and
experienced ESL faculty in post-secondary teaching situations in
the United States, for others interested in the ESL classroom, and
as a text for TESL classes and seminars.
"Ethical Issues for ESL Faculty: " *maps new territory in the
field--ethical issues in TESL, particularly as encountered by
post-secondary classroom teachers, are not often discussed in ESL
publications;
*makes the complex issues of ethics in the context of social
justice accessible to TESL practitioners; and
*includes useful resources, such as additional scenarios for
discussion, an extensive reference list, and selected
ethics-related Web sites.
This book explicitly addresses ethical dilemmas and issues that
post-secondary ESL faculty commonly encounter and examines them in
the framework of social justice concerns. Ethics is defined
broadly, to include responsibilities and obligations to students
inside and outside the classroom, as well to colleagues,
educational institutions, the TESL profession, and society as a
whole.
Scenarios in each chapter provide realistic and compelling
situations for reflection and discussion. The authors then set out
the issues raised, relate them to the classroom environment, and
offer opportunities to examine them in a variety of contexts and to
consider possible solutions to the dilemmas. Issues include
testing, plagiarism, technology, social and political issues
affecting students and the classroom, gift-giving, curriculum
decisions, disruptive students, institutional constraints, academic
freedom, gender, class, and power.
Busy classroom instructors will find this book accessible,
thought-provoking, and relevant to their daily work situations. It
is not intended as a theoretical treatment of ethics and social
justice in ESL, nor does it propose that ESL faculty teach morals
or ethics to students. Rather, it is designed as a concise,
practical introduction to ethical practice for both new and
experienced ESL faculty in post-secondary teaching situations in
the United States, for others interested in the ESL classroom, and
as a text for TESL classes and seminars.
"Ethical Issues for ESL Faculty: " *maps new territory in the
field--ethical issues in TESL, particularly as encountered by
post-secondary classroom teachers, are not often discussed in ESL
publications;
*makes the complex issues of ethics in the context of social
justice accessible to TESL practitioners; and
*includes useful resources, such as additional scenarios for
discussion, an extensive reference list, and selected
ethics-related Web sites.
This collection of first-person essays by established authors
provides a wealth of support and insights for new and experienced
academic writers in language education and multicultural studies.
Although writing for publication is becoming increasingly important
as these fields become both more professional and more competitive,
few scholars talk candidly about their experiences negotiating a
piece of writing into print. These essays will help researchers,
practitioners, and graduate students expand their understanding of
what it means--professionally and personally--to write for
publication. Carefully crafted, focused, and provocative, the
chapters in this volume document authors' experiences with a range
of practical, political, and personal issues in writing for
publication. Many portray the hardship and struggle that are not
obvious in a finished piece of writing. Readers are encouraged to
resonate with the events and issues portrayed, and to connect the
narratives to their own lives. Practical information, such as
contact information for journal and book publishers, manuscript
guidelines, and useful books are included in appendices. Although
organized thematically, the essays in Writing for Scholarly
Publication: Behind the Scenes in Language Education overlap in
many ways as each author considers multiple issues: *In the
Introduction, the editors discuss key aspects of writing for
scholarly publication, such as writing as situated practice, issues
faced by newcomers, the construction of personal identity through
writing, writing and transparency, facets of the interactive nature
of scholarly writing, and intertwined political issues. *Part I
focuses on issues and concerns faced by "Newcomers." *In Part II,
"Negotiating and Interacting," the essays closely examine the
interactions among authors, editors, manuscript reviewers, and
collaborators; these interactions tend to be the least often
discussed and these essays therefore offer readers fascinating
insights into the sensitive social, political, and personal
relationships among the many players in the scholarly writing game.
*"Identity Construction" is addressed in Part III, where authors
share their experiences with and reflections on the ways that
professional writing helps them construct their identities as
writers and scholars. *The essays in Part IV, "From the Periphery,"
help redefine what the notion of "periphery" might mean, from a
concept with a negative connotation of "outsider" to a positive
connotation of active and unconventional participant.
This book analyzes the memoirs of 42 'missionary kids' - the
children of North American Protestant missionaries in countries all
over the world during the 20th century. Using a postcolonial lens
the book explores ways in which the missionary enterprise was part
of, or intersected with, the Western colonial enterprise, and ways
in which a colonial mindset is unconsciously manifested in these
memoirs. The book explores how the memoirists' sites and
experiences are exoticized; the missionary kids' likelihood of
learning - or not learning - local languages; the missionary
families' treatment of servants and other local people; and gender,
race and social class aspects of the missionary kids' experiences.
Like other Third Culture Kids, the memoirists are migrants,
travelers, border-crossers and border-dwellers who alternate
between insider and outsider statuses, and their words shed light
on the effects of movement and travel on children's lives and
development.
The field of TESOL has called attention to the ways that the issues
of race and ethnicity, language status and power, and cultural
background affect second language learners' identities and, to some
degree, those of teachers. In Narrating Their Lives, Kamhi-Stein
examines the process of identity construction of classroom teachers
so as to make connections between their personal and professional
identities and their instructional practices. To do that, she has
selected six autobiographical narratives from teachers who were
once part of her TESL 570 (Educational Sociolinguistics) class in
the MA TESOL program at California State University, Los Angeles.
These six narratives cover a surprisingly wide range of identity
issues but also touch on broader instructional themes that are part
of teacher education programs. Because of the reflective nature of
the narratives-with the teachers using their stories to better
understand how their experiences shape what they do in the
classroom-this volume includes provocative chapter-opening and
reflective chapter-closing questions. An informative discussion of
the autobiographical narrative assignment and the TESL 570 course
(including supplemental course readings and assessment criteria) is
also included.
One educator reflects on the challenges in her second language
teaching career. Teachers and students don't come to the classroom
as blank states; they bring their identities and experiences into
the classroom with them. Understanding the ramifications of social
hierarchies and the interactions they produce is one of the
challenges in second language instruction. This book of essays
offers a personal look at the way that gender, class, sexual
identity, and age affect the teaching and learning experience,
especially for second language learners. In "Interrogating
Privilege", Stephanie Vandrick, a veteran ESL teacher and
researcher, reflects on her experiences in academia as a starting
point for a socio-cultural analysis. The daughter of missionaries,
she discusses her childhood in India to her work with immigrant
populations in California, recognizing the potential colonialism in
both. These and other speculative explorations make this a
provocative starting point for discussions among teachers in
training, while the frank assessment of institutional successes and
failures will resonate especially with seasoned educators.
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