Contemporary Foundations for Teaching English as an Additional Language
Pedagogical Approaches and Classroom Applications

This engaging volume on English as an Additional Language (EAL), argues persuasively for the importance of critical participatory pedagogies that embrace multilingualism and multimodality in the field of TESOL. It highlights the role of the TESOL profession in teaching for social justice and advocacy and explores how critical participatory pedagogies translate into English language teaching and teacher education around the world.

Bringing together diverse scholars in the field and practicing English language teachers, editors Polina Vinogradova and Joan Kang Shin present 10 thematically organized units that demonstrate that language teaching pedagogy must be embedded in the larger sociocultural contexts of teaching and learning to be successful. Each unit covers one pedagogical approach and includes three case studies to illustrate how English language teachers across the world implement these approaches in their classrooms. The chapters are supplemented by discussion questions and a range of practical sources for further exploration. Addressing established and emerging areas of TESOL, topics covered include:

• Critical and postmethod pedagogies
• Translingualism
• Digital literacy and multiliteracies
• Culturally responsive pedagogy
• Advocacy

Featuring educators implementing innovative approaches in primary, secondary, and tertiary contexts across borders, Contemporary Foundations for Teaching English as an Additional Language is an ideal text for methods and foundational courses in TESOL and will appeal to in-service and preservice English language teachers as well as students and teacher educators in TESOL and applied linguistics.

Foreword:

JoAnn (Jodi) Crandall

Preface:

Polina Vinogradova and Joan Kang Shin

Acknowledgements

UNIT 1: Introduction

Chapter 1: Introduction: Teaching English as an Additional Language in the 21st Century

Joan Kang Shin

UNIT 2: Critical Pedagogies and TESOL

Chapter 2: Disrupting Method: Critical Pedagogies and TESOL

Benjamin "Benji" Chang and Spencer Salas

Case Study 2.1: Awakening Critical Consciousness in Japanese University EFL Students through Student Journalism

David William Leslie

Case Study 2.2:Implementing Critical Pedagogy in a Standards-Driven Context in Turkey: Making Room for Teacher and Student Voices

Hale Hatice Kizilcik

Case Study 2.3:Critical Pedagogy in a Postgraduate TESOL Professional Development Course in México: Using the NACTIC Model

Leticia Araceli Salas Serrano, Rebeca Elena Tapia Carlín, and Celso Pérez Carranza

UNIT 3: Postmethod Pedagogy in ELT

Chapter 3: Postmethod Pedagogy and its Role in Contemporary English Language Teaching

Doaa Rashed

Case Study 3.1: Course Planning in the Postmethod Era: Ideas from a Practicum Experience in Thailand

Lucas John Edmond

Case Study 3.2: Enacting Postmethod Pedagogies in IELTE Programs in Argentina: Do as I say, or as I do?

María Alejandra Soto

Case Study 3.3: Towards a Context-sensitive Theory of Practice in Primary English Language Teaching through Theme-based Instruction in Serbia

Vera Savić

UNIT 4: Culturally Responsive Pedagogy in ELT

Chapter 4: Culturally Responsive Pedagogy in TESOL

M’Balia Thomas and Marta Carvajal-Regidor

Case Study 4.1: Why are there so Many Immigrants Here?: Problem-posing with Middle Schoolers in Hawai'i

Gordon Blaine West

Case Study 4.2: Teaching EFL through Social Justice Themes in China: Developing a Critical Consciousness

Hetal Patel

Case Study 4.3: Applying Culturally Responsive Pedagogy to Engage with Cultural Differences in an ESL Composition Course in the US

Zhenjie Weng, Mark McGuire, and Tamara Mae Roose

UNIT 5: Translingualism in TESOL

Chapter 5: Translingualism in the Teaching of English: Theoretical Consideration and Pedagogical Implications

Eunjeong Lee

Case Study 5.1: Leveraging Translanguaging in Role-Plays in a U.S. University

Katja Davidoff and Zhongfeng Tian

Case Study 5.2: Translingual Practices in an Adult ESL Literacy Class in the U.S.

Sarah Young Knowles

Case Study 5.3: Koryoin (고려인/КОРЁ САРАМ) Children’s Translingual Practices for Learning English: A Case Study of Russian-Korean Children in South Korea

Youngjoo Yi and Jinsil Jang

UNIT 6: Multiliteracies in TESOL

Chapter 6: A Pedagogy of Multiliteracies and its Role in English Language Education

Shakina Rajendram

Case Study 6.1: Using Art to Spark Conversation and Critical Consciousness With Recently Arrived Immigrant English Language Learners in the U.S.

Brian Tauzel

Case Study 6.2:Exploring Places and Spaces of Migration and Immigration Using Google Earth: A Multiliteracies Approach for English Learners in the US

Natalia A. Ward and Amber N. Warren

Case Study 6.3:Rappin’ on Campus: Multiliteracies in Action in Japan

David Dalsky and Jueyun Su

UNIT 7: Collaborative Technologies and TESOL

Chapter 7: Teaching with Collaborative Technologies Across Borders

Ilka Kostka

Case Study 7.1:Developing Skills for Independent L2 Writers in Hawai'i: Democratic Participation to Classroom Assessment

Mitsuko Suzuki

Case Study 7.2:Borderless Learning Using Online Writing and Video Conferencing: A Case of Agriculture Students in Indonesia

Mushoffan Prasetianto

Case Study 7.3:Implementing Flipped Classrooms in Uzbek and Karakalpak EFL Teacher Education

Gena Bennett, Aybolgan Borasheva, and Dilnoza Ruzmatova

UNIT 8: Digital Literacy and TESOL

Chapter 8: English Language Education and Digital Literacy in the 21st Century

Richmond Dzekoe

Case Study 8.1:Affordances of Mobile Devices in Teaching English as a Foreign Language in Brazilian Public Schools

Cristiane Vicentini, Inês Cortes da Silva, and Luciana C. de Oliveira

Case Study 8.2:A Lesson in Hedging with Online Corpus Data in an Academic Research and Writing Course in the U.S.

Erik Voss

Case Study 8.3:The Effect of Mobile Learning on Learner Autonomy in the United Arab Emirates

Hussam Alzieni

UNIT 9: Advocacy and TESOL

Chapter 9: Advocacy for Student and Teacher Empowerment

Heather A. Linville

Case Study 9.1:Educators Influencing Policy: The Language Opportunity Coalition and the Seal of Biliteracy in the U.S.

Rachel Thorson Hernández and Nicholas Close Subtirelu

Case Study 9.2:Caring as a Form of Advocacy for Literacy-Emergent Newcomers with Special Education Needs: The Community-Building Pedagogical Approach in the U.S.

Luis Javier Pentón Herrera

Case Study 9.3:Building Communities of Practice: Advocacy for English Teachers in Rwanda

Richard Niyibigira and Jean Claude Kwitonda

UNIT 10: TESOL Teacher Education

Chapter 10:Preparing English Language Teachers for Participatory Teaching

Polina Vinogradova

Case Study 10.1: Reflective Teaching and Critical Language Pedagogy in a Thai EFL Context

María Díez-Ortega and Hayley Cannizzo

Case Study 10.2:From Teachers to Young Learners: Integrating Personal Development Instruction into Foreign Language Teaching in Serbia

Danijela Prošić-Santovac

Case Study 10.3: Preparing Teachers to Create LGBTQ+ Inclusive Classrooms in the U.S.

Joshua M. Paiz

Index

Polina Vinogradova is Director of the TESOL Program at American University, USA.

Joan Kang Shin is Associate Professor of Education at George Mason University, USA.