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Author Ellis, Elizabeth.
Title The Plurilingual TESOL Teacher : the Hidden Languaged Lives of TESOL Teachers and Why They Matter / Elizabeth Ellis.
Imprint Berlin ; Boston : De Gruyter Mouton, [2016]

Author Ellis, Elizabeth.
Series Trends in applied linguistics ; volume 25
Trends in applied linguistics ; volume 25.
Subject English teachers -- Training of -- Australia.
English teachers -- Training of -- Methodology.
English language -- Study and teaching -- Methodology.
English teachers -- Study and teaching -- Australia -- English speaking countries.
Test of English as a Foreign Language -- Evaluation.
Description 1 online resource (327 pages)
Contents Frontmatter -- Table of contents -- Acknowledgments -- List of tables -- Abbreviations and acronyms -- Chapter 1. Introduction -- Chapter 2. The TESOL profession as a monolingual monolith -- Chapter 3. Three studies of TESOL teachers' linguistic identities -- Chapter 4. Bilingualism, plurilingualism and TESOL teachers -- Chapter 5. Teachers' identities as learners -- Chapter 6. The value of language learning -- Chapter 7. Teachers' knowledge and insights about language and language use -- Chapter 8. Teacher cognition: understanding how knowledge and beliefs underpin professional practice -- Chapter 9. Applying insights about language learning and language teaching from teachers' own learning experience -- Chapter 10. A survey of the NSW TESOL profession -- Chapter 11. Rejecting the monolingual monolith -- the way forward -- References -- Appendix A. List of languages in Study 1 -- Appendix B. Pre-interview questionnaire from Study 2 -- Appendix C. Interview protocol for Studies 1 and 2 (with instructions for Research Assistants in Study 2) -- Appendix D. Survey questions used for Study 3 -- Appendix E. Summary chart of teachers' biographies in Study 1 -- Index.
Summary This book explores the language biographies of plurilingual and monolingual teachers, drawing on theories of teacher cognition and linguistic identity. It shows how circumstantial and elective experiences constitute powerful resources contributing to their professional knowledge and beliefs, and calls for the valuing of these resources in teacher education.
Note In English.
Online resource; title from PDF title page (publisher's Web site, viewed Nov. 7, 2016).
Bibliography Note Includes bibliographical references and index.
ISBN 9781614513421
ISBN/ISSN 10.1515/9781614513421
OCLC # 979837251
Additional Format print 9781614515890

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