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Multilingual TESOL = de-constructing and re-constructing power 'in,' 'of,' and 'for' language classrooms /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Multilingual TESOL/ edited by Kashif Raza, Özgehan Uştuk, Dudley Reynolds.
Reminder of title:	de-constructing and re-constructing power 'in,' 'of,' and 'for' language classrooms /
other author:	Raza, Kashif.
Published:	Singapore :Springer Nature Singapore : : 2025.,
Description:	xvii, 341 p. :ill., digital ;24 cm.
[NT 15003449]:	Rethinking Power Dynamics in Multilingual TESOL: De-constructing and Re-constructing Power 'in', 'of' and 'for' Language Classrooms -- Part I: The Power 'in' Language Classrooms -- Ideological Clashes in Becoming: TESOL Student Teachers' Attempts to Deconstruct Power in the Real and Imagined Classroom -- Whose Classroom? Teaching Reading to Multilingual Adolescents -- A Cross-Case Analysis: Latinx and Chinese Emergent Bilinguals Develop Cultural and Linguistic Identities -- (Re)constructing Power in the Language Classroom via Portfolio Assessment: Facilitating Multilingual Students' Linguistic and Cultural Competence -- "A Multilingual Person can Cross Languages to Communicate Easily": An Adult 'English Learner' makes Meaning of/from Critical Classroom Materials -- Part II: The Power 'of' Language Classrooms -- Language Proficiency and Linguistic Citizenship: Rethinking Multilingual TESOL through an Emotional Geography of Languages -- (Re)Creating Multilingual TESOL Classroom: Insights from Pakistani Undergraduate Education Reform Policy -- A Critical Review of Multilingual Policies and Researchers' Voices About the Power of English in Language Classrooms in India -- Making Strides to Center Multilingual Learners: Fostering Equitable Pedagogies as Monolingual White Teachers -- Part III: The Power 'for' Language Classrooms -- Resisting Monolingualism through Critical Autoethnographic Narratives: Insights from Two Teacher Education Contexts -- Translanguaging in the Japanese Tertiary CLIL Classroom: Exploring Teacher Perceptions and Practices -- Decolonizing TESOL Classrooms: A Critical World Englishes-Informed Pedagogy -- Promoting Multilingualism through Jamaican Creole in the Japanese EFL Classroom: Jamaican Educators' Attitudes and Experiences -- Harnessing the Power of Language: Enhancing TESOL Classrooms through Linguistic Landscape -- Articulating Capillary Power through Humoristic Translanguaging: A Case Study on Sociolinguistics as a Multilingual TESOL Course -- Granting Agency: Re-constructing Power 'for' and 'with' Australian Aboriginal EAL/D Learners -- Tracing the Power in Multilingual Teacher and Learner Identity Construction.
Contained By:	Springer Nature eBook
Subject:	English language - Study and teaching. -
Online resource:	https://doi.org/10.1007/978-981-96-9278-1
ISBN:	9789819692781

Multilingual TESOL = de-constructing and re-constructing power 'in,' 'of,' and 'for' language classrooms /
Multilingual TESOLde-constructing and re-constructing power 'in,' 'of,' and 'for' language classrooms /[electronic resource] :edited by Kashif Raza, Özgehan Uştuk, Dudley Reynolds. - Singapore :Springer Nature Singapore :2025. - xvii, 341 p. :ill., digital ;24 cm.

Rethinking Power Dynamics in Multilingual TESOL: De-constructing and Re-constructing Power 'in', 'of' and 'for' Language Classrooms -- Part I: The Power 'in' Language Classrooms -- Ideological Clashes in Becoming: TESOL Student Teachers' Attempts to Deconstruct Power in the Real and Imagined Classroom -- Whose Classroom? Teaching Reading to Multilingual Adolescents -- A Cross-Case Analysis: Latinx and Chinese Emergent Bilinguals Develop Cultural and Linguistic Identities -- (Re)constructing Power in the Language Classroom via Portfolio Assessment: Facilitating Multilingual Students' Linguistic and Cultural Competence -- "A Multilingual Person can Cross Languages to Communicate Easily": An Adult 'English Learner' makes Meaning of/from Critical Classroom Materials -- Part II: The Power 'of' Language Classrooms -- Language Proficiency and Linguistic Citizenship: Rethinking Multilingual TESOL through an Emotional Geography of Languages -- (Re)Creating Multilingual TESOL Classroom: Insights from Pakistani Undergraduate Education Reform Policy -- A Critical Review of Multilingual Policies and Researchers' Voices About the Power of English in Language Classrooms in India -- Making Strides to Center Multilingual Learners: Fostering Equitable Pedagogies as Monolingual White Teachers -- Part III: The Power 'for' Language Classrooms -- Resisting Monolingualism through Critical Autoethnographic Narratives: Insights from Two Teacher Education Contexts -- Translanguaging in the Japanese Tertiary CLIL Classroom: Exploring Teacher Perceptions and Practices -- Decolonizing TESOL Classrooms: A Critical World Englishes-Informed Pedagogy -- Promoting Multilingualism through Jamaican Creole in the Japanese EFL Classroom: Jamaican Educators' Attitudes and Experiences -- Harnessing the Power of Language: Enhancing TESOL Classrooms through Linguistic Landscape -- Articulating Capillary Power through Humoristic Translanguaging: A Case Study on Sociolinguistics as a Multilingual TESOL Course -- Granting Agency: Re-constructing Power 'for' and 'with' Australian Aboriginal EAL/D Learners -- Tracing the Power in Multilingual Teacher and Learner Identity Construction.

The edited book delves into promoting multilingualism in TESOL classrooms. It discusses classroom approaches across the Global South and North through the lens of power and how the construction of power influences what is and is not learned in a classroom. It explores power negotiation, identity construction, and language policy in three sections. The chapters address language revitalization, mother-tongue literacy, and building the social capital of languages other than English. The book challenges pre-service and in-service teachers and researchers to take a broader look at learner support, classroom impact, learning objectives, assessment and policy goals, and de-constructing power in ways that allow more equitable re-constructing. This book provides valuable insights for researchers, teacher educators, and trainers engaged in multiculturalism studies, multilingual TESOL, language education, and decolonization.

ISBN: 9789819692781

Standard No.: 10.1007/978-981-96-9278-1doiSubjects--Topical Terms:

530027
English language
--Study and teaching.

LC Class. No.: LB1576

Dewey Class. No.: 428.0071

Multilingual TESOL = de-constructing and re-constructing power 'in,' 'of,' and 'for' language classrooms /
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