Handbook of Multilingual TESOL in Practice

1. Auflage 2023
ISBN: 978-981-19-9349-7
Verlag: Springer Nature Singapore

Buch, Englisch, 517 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 1067 g

This book presents exemplars of multilingualism in TESOL worldwide. It incorporates essential topics such as curriculum development, classroom instruction, materials creation, assessment, and teacher training where TESOL and multilingualism co-exist and co-develop. The wide-ranging and international collection of chapters is written by leading researchers in multilingualism and TESOL from around the world. This handbook provides unique insights into a range of practical approaches to promote local, indigenous and national languages in English language classrooms across a range of instructional programs in various geographical contexts. The book is divided into six sections. Part 1 presents curricular and principle-based approaches to multilingual TESOL in ESL/EFL classes. Part 2 includes chapters that showcase how diverse teachers bring multilingual TESOL to their classrooms. Part 3 discusses the challenges of teaching multilingual TESOL and how educators address them in their contexts. Part 4 provides activities and materials to support local languages in TESOL classrooms. Part 5 addresses assessment issues in multilingual TESOL. Part 6 includes initiatives and examples to prepare TESOL teachers to promote multilingualism in ESL/EFL classrooms. 

Zielgruppe

Research

Autoren/Hrsg.

Raza, Kashif

Coombe, Christine

Reynolds, Dudley

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Angewandte Sprachwissenschaft
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

Section I Curricular and Principle-based Approaches to Multilingual TESOL 
Multilingual TESOL in Practice in Higher Education: Insights from EFL Classrooms at a Gulf University
Kashif Raza, Dudley Reynolds and Christine Coombe
Culturally Sustaining Practices in a Culturally and Linguistically Diverse Preschool ClassroomCatherine Restrepo and Sabrina Sembiante
English in the Background: Developing an Indigenous Multilingualism in Hawai’iScott Saft
Plurilingual Strategies for Teaching Pronunciation in TESOL: A Research-based and Action-oriented ApproachJohn Wayne N. dela Cruz

Section II Teaching TESOL Multilingually 
“Bangla Helps Learners to Get the Gist Better” – Translanguaging in Post-Colonial English as a Foreign Language Classes in Higher Education in Bangladesh from Teachers’ PerspectiveMd. Sadequle Islam and Sílvia Melo-Pfeifer
Promoting Multilingualism at University Writing Centers: International Students’ Perceptions of Working with Nonnative English-Speaking Writing TutorsLana Wang-Hiles 
Critical Multilingualism TESOL in Practice: Language, Power and DecolonialityHamza R’boul
Using Translingual Interactions During Collaborative Revisions of Argumentative Essays to Develop ESL Morpho-Syntactic Abilities: A Study of Adult Indian LearnersVikas Kadam and Lina Mukhopadhyay

Section III The Challenges of Teaching Multilingual TESOL 
Translanguaging in the Young Learner EFL Classroom in TurkeySerder Tekin 
Multilingualism in Global Englishes Language Teaching classroom: Narrative Insights from 3 TESOL Practitioners in JapanPatrick NG, Gregory Paul Glasgow and Tiina Matikainen
Teaching English to Linguistically Diverse Students: Multicultural Pedagogy in PracticeThi Thanh Tra Do and Thi My Linh Nguyen
Multilingual Teaching of English Language in Higher Education in Bangladesh: A Critical PerspectiveTania Rahman
Caught between a Bilingual Policy and Monolingual English Practices in Chile: Opportunities and Challenges of Translanguaging as Voiced by TESOL Teachers and StudentsRodrigo Arellano and Anikó Hatoss
Pakistani English Language Teachers’ Beliefs About Mother-Tongue Based Multilingual Education Policy: Findings from the Government Primary Schools of BalochistanSania Panezai

Section IV Activities and Materials to Support Multilingual TESOL 
Supporting Multilingualism through Digital StorytellingPolina Vinogradova and Heather A. Linville
“LIGHTS, CÂMERA, ACCIÓN”: Multilingual Practices in the Construction of Short FilmsDenize Nobre-Oliveira, Fernanda Ramos Machado, Aline Provedel Dib, Jeová Araújo Rosa Filho, and Roxana Carolina Perca Chagua
Online World Reviewer Language Spaces (OWLS): Integrating Decolonizing Technology and Heritage Language Pedagogy in TESOLPol Maidhachain (Paul J. Meighan)
The Facilitating Role of English as A Reference Language for the Awakening of Young Students to Linguistic DiversityEftychia Damaskouf
Plurilingual Tasks in TESOL: Improving Learners’ EmotionalityLana F. Zeaiter
Enhancing School-Wide Multilingualism through Student-Led Action ProjectsChristine Uliassi and Michelle Kirchgraber-Newton
Materials Development for Plurilingual Contexts: Challenging Monolingual Practices in BrazilPatricia de Oliveira Lucas, Camila Höfling and Luciana C. de Oliveira
Teacher-Made Instructional Materials for Integrating Content and Language Learning: Actualizing the Translanguaging for English Language LearnersHanh Dinh
Section V Assessment

Facilitating the Comprehension of Academic Content in TOEFL iBT Test Preparation Classroom
Qinghua Chen and Angel M. Y. Lin

Enabling Multilingual Practices in English Language Proficiency Assessments for Young LearnersAlexis A. Lopez
Assessing the Multimodal Literacy Practices of Young Emergent BilingualsSally Brown, Ling Hao and Rong Zhang
Contact Zones and Investment in the Advanced ESOL Writing Classroom: Practical Recommendations for Linguistically Sustaining Instructional DesignRobin L. Rhodes 
Section VI Teacher Development

Separating the target language from the lesson frame: Helping teachers make informed decisions about when they should and shouldn’t make English teaching multilingualFiona Willans
Program Administration Challenges and Initiatives in the Burgeoning Multilingual TESOL Contexts Mohammad A. Manasreh
Embedding Multilingualism in an Undergraduate Course: A Need for Heteroglossia in a U.S. TESOL Teacher Preparation ProgramTuba Angay-Crowder, Ji Hye Shin, Jayoung Choi and Nihal Khote
Home/School-Language-Based Instruction to Train Government School Teachers in Indian Multilingual ESL ContextMahananda Pathak
Multilingual pedagogies for anti-colonial TESOL? An analysis of voices from ateacher education program in FinlandJohanna Ennser-Kananen, Kristiina Skinnari, Päivi Iikkanen 
Showcasing Multilingual TESOL in Practice: Case Studies from a Regional Australian UniversityDevrim Yilmaz, Robyn Cox, Diane Hansford, Mutuota Kigotho, and Zuocheng Zhang
Translanguaging Practices in a Multilingual English Online Classroom: Boosting Emotional Engagement and Agency as well as Creating the Space for Social JusticeRibut Wahyudi

Über Autor(innen)

Kashif Raza is a sessional instructor and a PhD Candidate at Werklund School of Education, University of Calgary, Canada, specializing in Leadership, Policy and Governance. As a multilingual speaker of Urdu, Punjabi, English, Arabic and Persian, and with an academic background in ELT and law, he has been involved in teaching, leadership, EAP and ESP law courses development, and English education policies enactment and implementation at department, college and university levels. His research interests include language policy and planning, higher education law, TESOL leadership, teacher development, social justice, and immigrant integration. His most recent publication was a co-edited volume entitled Policy Development in TESOL and Multilingualism: Past, Present and the Way Forward (2021, Springer). Kashif also serves as the Co-Chair Elect of Program Administration Intersection of TESOL International Association. 
Dudley Reynolds is a teaching professor of English at Carnegie Mellon University in Qatar. He served as the president of TESOL International Association in 2016–2017 and has been a teacher and researcher of multilingual language learners for over 30 years, working primarily with learners of English. His research addresses issues in language education policy, developmental patterns in additional language learning, curricular and pedagogical approaches to literacy development, teacher education and learning. Among his recent publications is a report on Language Policy in Globalized Contexts for the World Innovation Summit for Education (wise-qatar.org). He is the 2023 recipient of TESOL’s James E. Alatis award.
Christine Coombe has a Ph.D. in Foreign/Second Language Education from The Ohio State University. She is currently an associate professor of General Studies at Dubai Men’s College in the UAE. She is a co-editor and co-author of numerous volumes on F/SL assessment, research, leadership, teacher evaluation and TBLT. Her most recent publications are the Professionalizing Your English Language Teaching (2000, Springer), Policy Development in TESOL and Multilingualism: Past, Present and the Way Forward (2021, Springer), Research Questions in TESOL and Applied Linguistics (2022, Springer) and English Language Teaching in Pakistan (2022, Springer). She served as the president of the TESOL International Association (2011–2012) and in 2017 was named to TESOL’s 50@50 which “recognizes professionals who have made significant contributions to the TESOL profession within the past 50 years.” She is the 2018 recipient of the James E. Alatis Award which recognizes exemplary service to TESOL.