Becoming Critical Sociolinguists in TESOL through Translanguaging and Embodied Practice

Autor/inn/en	Van Viege, Saskia; Lau, Sunny Man Chu
Titel	Becoming Critical Sociolinguists in TESOL through Translanguaging and Embodied Practice
Quelle	In: TESL Canada Journal, 38 (2022) 2, S.199-213 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Sociolinguistics; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Code Switching (Language); Native Language; Language Usage; Linguistic Theory; Activism; Language Attitudes; Language Variation; Applied Linguistics; Teacher Education Programs; Language Teachers; Power Structure; Ethics; Kindergarten; Elementary Secondary Education; Postsecondary Education; Critical Theory; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Soziolinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Linguistische Theorie; Aktivismus; Politischer Protest; Sprachverhalten; Sprachenvielfalt; Linguistics; Linguistik; Angewandte Linguistik; Language teacher; Sprachunterricht; Ethik; Post-secondary education; Tertiäre Bildung; Kritische Theorie; Ausland; Kanada
Abstract	This Perspectives article proposes a renewed vision of teaching English to speakers of other languages (TESOL) through a translanguaging (TL) stance, grounded in critical sociolinguistic inquiry and embodied practice. A TL theory of language asserts an activist agenda to dismantle mono/lingualism, inviting a more dynamic and expansive view of multilingualism that actively challenges linguistic hierarchies and associated ideologies to recognize networks of meaning distributed across linguistic and nonlinguistic forms. This openness to all resources beyond language commensurates with the emerging posthumanist and new materialist perspectives in applied linguistics to consider how bodies, objects, and space intersect as wider assemblages, inciting critical citizenship in ethical interdependence between the human and natural world. Grounded in this understanding, we propose a systematic, coherent TL methodology for TESOL and teacher education, engaging teachers and students in critical sociolinguistic inquiry and embodied practice to support interrogation of language and power, mapping inter- and intra-actions in the human, social and eco-environment. With this approach teachers might explore with students' ways of doing/being/knowing in reflexivity towards all forms of inequities, particularly one's privilege and complicity and what ethical responsibility entails in the sociocultural, sociopolitical, and eco-world. Providing examples from classroom studies and teacher education research, we discuss implications for both K-12 classrooms and postsecondary educational contexts. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01