Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speaker

Wahyudi, Ribut (2016) Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speaker. The New English Teacher, 10 (1). pp. 114-122. ISSN 1905-7725

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Abstract

Using post structural approach, this book explores the three EFL teachers’ experience in Oaxaca, Mexico named Carlos, Rocio and Hilario. All of three teachers gained undergraduate degree in TESOL from the local university. At the time of research, the three teachers had three year teaching experience (Sayer, 2012). The major themes of the book are tensions and contradictions experienced by those three teachers in the effort of performing their identities in their profession toward US-English Ideology (Sayer, 2012). Legitimacy, symbolic competence and performativity are of the central themes where Carlos, Rocio and Hilario went through struggles before getting their first teaching experience (Sayer, 2012). Native speakerism, race discrimination and the necessity to have ‘payala’(connection) in teacher union are the hurdles during process of job-seeking. In addition to teaching objectives from the ministry of education, emigration to North America and the historical relation between Mexico and US mark the teaching process in the classroom (Sayer, 2012). More detail elaborations are given in the following paragraphs designating eight chapters.

Item Type: Journal Article
Additional Information: Book Review
Keywords: Ambiguities, Tensions, English Language Teaching
Subjects: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy
20 LANGUAGE, COMMUNICATION AND CULTURE > 2004 Linguistics > 200401 Applied Linguistics and Educational Linguistics
Divisions: Faculty of Humanities > Department of English Language and Letters
Depositing User: Ribut Wahyudi
Date Deposited: 09 Jun 2020 11:54

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