SLS 680P: Localizing TESOL
Dr. Christina Higgins
Department of Second Language Studies
Lin, Angel & Martin, Peter. (eds). 2005. Decolonisation, globalisation: Language-in-education policy and practice. ISBN-10: 1853598240
Pennycook, Alastair. 2001. Critical applied linguistics. Mahwah, NJ: Erlbaum. ISBN-10: 0805837922
Rubdy, Rani & Saraceni, Mario. 2006. English in the world. London: Continuum. ISBN: 0-8264-8906-0.
Canagarajah, Suresh. (ed.) 2005. Reclaiming the local in language policy and practice. Mahwah, NJ: Erlbaum.
Edge, Julian. (ed.) 2006. (re)locating TESOL in an age of empire. London: Palgrave.
Lin, Angel, & Luke, Allen. (eds.) 2006. Postcolonial approaches to TESOL. Special volume of Critical Inquiry in Language Studies, 3, 65-200.
|Week 1||August 20||Introduction to the course|
|Kumaravadivelu, B. 2006. Dangerous liason: Globalization, empire and TESOL. In J. Edge (ed.) (Re)locating TESOL in an age of empire (pp. 1-27). New York: Palgrave.
Lin, A. et al. 2005. International TESOL professionals and teaching English for glocalized communication (TEGCOM). In S. Canagarajah (ed.) Reclaiming the local in language policy and practice (pp. 197-224). Mahwah, NJ: Erlbaum.
|Week 2||August 27||What do we mean by local knowledge?|
|Canagarajah, S. 2005. Reconstructing local knowledge, reconfiguring language studies. In S. Canagarajah (ed.) Reclaiming the local in language policy and practice (pp. 3-24). Mahwah, NJ: Erlbaum.
@ Shin, H. & Crookes, G. 2005a. Indigenous critical traditions for TEFL?- A historical and comparative perspective in the case of Korea. Critical Inquiry in Language Studies 2, 95-112.
@ Shin, H., & Crookes, G. 2005b. Exploring the possibilities for EFL critical pedagogy in Korea- a two part case study. Critical Inquiry in Language Studies 2, 113-138.
|Week 3||Sept 3||HOLIDAY|
|one-page proposal due 9/7 for course project|
|Week 4||Sept 10||Localized models for TESOL: Pluricentrism in World Englishes Pupus: Yoko|
|Matsuda, A. 2006. Negotiating ELT assumptions in EIL classrooms. In J. Edge (ed.) (Re)locating TESOL in an age of empire (pp. 158-170). New York: Palgrave.
Shim, R. 2002. Changing attitudes toward TEWOL in Korea. Journal of Asian Pacific Communication 12, 143-158.
|For discussion||Tupas, T. 2006. Standard Englishes, pedagogical paradigms and their conditions of (impossibility). In J. Edge (ed.) (Re)locating TESOL in an age of empire (pp. 169-185). New York: Palgrave.|
|Discussion Leaders: Leejin, Anne, Emiko|
|Week 5||Sept 17||A worldly model for teaching English: Lingua Franca English Pupus: Anne|
|Seidlhofer, B. 2006. Englihs as a lingua franca in the expanding circle: What it isn't. In R. Rubdy & M. Saraceni (eds.) English in the world: Global rules, global roles (pp. 40-50). London: Continuum.
Canagarajah, S. 2006. Negotiating the local in English as a lingua franca. Annual Review of Applied Linguistics 26, 197-218.
|For discussion||@Jenkins, J. 2005. Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly 39, 535-543.|
|Discussion Leaders: MyongHee, Samantha, Yoko|
|Week 6||Sept 24||Western imports? Methods in ELT Pupus: Emiko|
Pennycook, A. 1989. Teh concept of method, interested knowledge, and the politics of language. TESOL Quarterly 23, 589-618.
|For discussion||Holliday, A. 2005. The legacy of lockstep. In The struggle to teach English as an international language (pp. 39-61). Oxford University Press.|
|Discussion Leaders: Hatsumi, Alexis, Hakyoon|
|Week 7||Oct 1||Methods: How west-based is CLT? Pupus: Myong Hee|
|Samimy, K. K. & Kobayashi, C. 2004. Toward the development of intercultural communicative competence: Theoretical and pedagogical implications for Japanese English teachers. JALT 26, 245-261.
Leung, C. 2005. Convivial communication: Recontextualizing communicative competence. International Journal of Applied Linguistics 15, 119-144.
|For discussion||Sullivan, P. 2000. Playfulness as mediation in communicative language teaching in a Vietnamese classroom. In J. P. Lantolf (ed.) Sociocultural theory and second language learning (pp. 115-131). Oxford University Press.|
|Discussion Leaders: Aya, TaeYoung|
|Week 8||Oct 8||'C' culture, the individual and situated learning styles Pupus: Emily|
|@Hu, G. W. 2002. Potential cultural resistance to pedagogical imports: The case of communicative leanguage teaching in China. Language, Culture and Curriculum 15, 93-105.
Kubota, R. 2004. The politics of cultural difference in second language education. Critical Inquiry in Language Studies 1, 21-39.
|For discussion||@Clark, R., & Gieve, S. 2006. On the discursive construction of 'the Chinese learner.' Language, Culture and Curriculum 19, 54-73.|
Discussion Leaders: Emily, Roo, Pongo
|Week 9||Oct 15||Frameworks for rethinking teaching culture in ELT Pupus: Leejin|
|@Sifakis, N. 2004. Teaching EIL - Teaching international or intercultural English? What teachers should know. System 32, 237-250.
Kramsch, C. 1993. Teaching language along the cultural faultline. In Context and culture in language teaching (pp. 205-232). Oxford University Press.
|2 presentations on situated TESOL practices: Myong Hee,|
|Week 10||Oct 22||Teaching intercultural awareness in ELT: Models Pupus: Hatsumi|
Ito, H. 2002. A new framework of culture teaching for teaching English as a global language. RELC Journal 33, 36-57.
|2 presentations on situated TESOL practices: Pongo, Leejin|
|Week 11||Oct 29||(Re)assessing localized English Pupus: Aya|
Elder, C., & Davies, A. 2006. Assessing English as a lingua franca. Annual Review of Applied Linguistics 26, 282-304.
2 presentations on situated TESOL practices: TaeYoung, Roo
|Week 12||Nov 5||Models of localizing ELT in the inner circle Pupus: Roo|
|Motha, S. 2006. Decolonizing ESOL: Negotiating linguistic power in U.S. public school classrooms. Critical Inquiry in Language Studies 3, 75-100.|
|Pon, et al. 2003. Interrupted by the silences: The contemporary education of Hong-Kong born Chinese Canadians. In S. Schecter & R. Bayley (eds.) Language socialization in bilingual and multilingual societies (pp. 114-127). Clevedon: Multilingual Matters.|
|2 presentations on situated TESOL practices: Samantha, Emily|
|Week 13||Nov 12||Holiday|
Draft of course project due by email on 11/16
|Week 14||Nov 19||Models of localizing ELT in the outer and expanding circles Pupus: Hakyoon|
|@Ramanathan, V. 2006. The vernacularization of English: Crossing global currents to redress west-based TESOL. Critical Inquiry in Language Studies 3, 131-146.
McMahill, C. 2001. Self-expression, gender, and community: A Japanese feminist English class. In A. Pavlenko, et al. (eds.) Multilingualism, second language learning, and gender (pp. 307-244). Berlin: Mouton.
|2 presentations on situated TESOL practices: Aya, Alexis|
|Week 15||Nov 26||Models of localizing ELT: Bilingualism and hybridity in the classroom Pupus: Samantha|
|@Lin, A. 2006. Beyond linguistic purism in language-in-education policy and practice: Exploring bilingual pedagogies in a Hong Kong science classroom. Language and Education 20, 287-305.
Fabricio, B. F. & Santos, D. 2006. The (re-)framing process as a collaborative locus for change. In J. Edge (ed.) (Re)locating TESOL in an age of empire (pp. 65-83). New York: Palgrave.
|2 presentations on situated TESOL practices: Emiko, Hatsumi|
|Week 16||Dec 3||2 presentations Pupus: TaeYoung|
|Hakyoon, Anne, Yoko|
|course evaluations in class|
December 7 Final draft of course project/report due electronically