Ambiguities and Tensions in English Language Teaching: by Peter Sayer
By Peter Sayer
The vital topic of this booklet is the ambiguities and tensions lecturers face as they try and place themselves in ways in which legitimize them as language lecturers, and as English audio system. targeting 3 EFL lecturers and their colleges within the southern Mexican nation of Oaxaca, it files how traditional practices of language educators are formed by way of their social context, and examines the jobs, identities, and ideologies that academics create so as to navigate and negotiate their particular context. it truly is distinctive in bringing jointly a number of present theoretical and methodological advancements in TESOL and utilized linguistics: the functionality of language ideologies and identities, serious TESOL pedagogy and learn, and ethnographic tools in examine on language studying and teaching. Balancing and mixing descriptive reporting of the academics and their contexts with a theoretical dialogue which connects their neighborhood issues and practices to broader matters in TESOL in foreign contexts, it permits readers to understand the sophisticated complexities that supply upward thrust to the “tensions and ambiguities” in EFL lecturers’ specialist lives.
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Additional info for Ambiguities and Tensions in English Language Teaching: Portraits of EFL Teachers as Legitimate Speakers
30 Three English Teachers I remember I went to the [teachers] union ofﬁce to see if there were any openings. Damn, how naive I was! The guy told me straight up it was going to be 15,000 pesos [US$1,300] just to hand him my application, you know, because he had to pay this guy and that guy. Can you believe it? He was totally matter-of-fact and up-front about it. Just that he had to pay people off, and then in ﬁve months, maaaaybe the papers would come through, and then I’d pay another 15,000. ” He just laughed.
The following year, an opportunity came up for her to get a position with the teacher’s union. A tío-primo, a second cousin who was her father’s compadre, or co-godparent, was an English teacher in a remote village in the Sierra Norte mountains, and was preparing to retire. Her father used his connections in the union to arrange to have his compadre’s hours transferred to Rocío. She recalls boarding the bus with the old teacher to visit the village for the ﬁrst time: We just kept going, slowly the bus kept going up, up, up into the mountains.
After a few months, he was exhausted from the demanding schedule and the relentless Florida summer heat and humidity. He was not getting on with his 32 Three English Teachers aunt; there were very few other Mexicans in Fort Myers and he had no social contact with anyone his age. Most importantly, he felt he wasn’t getting anywhere with his English. HILARIO: Four months of that, but it just wasn’t working out. The few interac- tions that I had were with other Mexicans. And we were just focused on work, working and working, wearing me down so fast and… yeah, once in a while some little interaction but… PETER: Like what?