English language teachers on the discursive faultlines: Identities, ideologies and pedagogies

摘要

In this book, Menard-Warwick foregrounds the voices of 27 TESOL teachers/student-teachers from Chile and California and analyses them according to the Bakhtinian theory of dialogism. The voices are introduced in the form of dialogues co-constructed either with the author or between informants. Using these dialogues and classroom observations, the author explores the interconnectedness of identity, ideology and pedagogy with the aim of investigating how the sociohistoric context of each national location can mould the cultural pedagogies performed in the classroom. The author highlights issues surrounding English as a global language both in a country whose political past has rendered the spread of English ambiguous and in a multicultural region where English is a lingua franca. The differences are then presented as discursive faultlines. The book consists of seven chapters many of which can be read as stand-alone studies.