Wednesday, August 31, 2011

A working manifesto of Fall 2011 TESOLers:

As I was re-reading Kuma's 2006 article, I couldn't help but notice some thought-provoking points that highlight the critical turn in the field of TESOL. I hope that as a class we can construct an evolving manifesto that can represent our complex teacher beliefs which are shaped by class readings, discussions and your field experiences. I'm starting a working manifesto below, and hoping that you will continue to add to this throughout the semester and use this as your guideline, your personal conceptualization of critical language education for a more democratic society.

Feel free to comment on this entry by adding your evolving manifesto:

As language educators of the global world of the 21st century, we have been awakened to:
1. Necessities of making method-based pedagogies more sensitive to local exigencies;
2. The opportunities afforded by postmethod pedagogies by helping teachers develop their own theory of practice;
3. The multiplicity of learner identities;
4.The plurality of Englishes;
5. The complexity of teacher beliefs;
6. The vitality of macrostructures--social cultural and political, and historical—that shape and reshape our pedagogical enterprise.
7. The importance of theory building.
8. The vitality of culturally sensitive language teaching.
9. Please ADD more....�

5 comments:

  1. 10.The need to continuously challenge our beliefs about teaching.

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  2. 11. The importance of becoming researchers of our own practice.

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  3. 12. The awareness of the ways we enact our own beliefs and ideologies in the classroom.

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  5. 13. The respect we need to have for our students' beliefs and ideologies, even if they are totally opposite to ours.

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