From Western TESOL Classrooms to Home Practice: A Case Study with Two "Privileged" Saudi Teachers

Autor/inn/en	Barnawi, Osman Z.; Phan, Le Ha
Titel	From Western TESOL Classrooms to Home Practice: A Case Study with Two "Privileged" Saudi Teachers
Quelle	In: Critical Studies in Education, 56 (2015) 2, S.259-276 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2014.951949
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Case Studies; Language Teachers; Western Civilization; Teaching Methods; Teacher Education Programs; Politics of Education; Role of Education; Qualitative Research; Student Attitudes; Teacher Qualifications; Social Capital; Advantaged; Disadvantaged; Knowledge Level; Criticism; Observation; Questionnaires; Semi Structured Interviews; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Educational policy; Bildungspolitik; Bildungsauftrag; Qualitative Forschung; Schülerverhalten; Lehrqualifikation; Sozialkapital; Wissensbasis; Kritik; Beobachtung; Fragebogen; Saudi-Arabien
Abstract	This article is located in the debates concerning the continued problems underlying the cultural politics of English-speaking Western countries' Teaching English to Speakers of Other Languages (TESOL) programmes and "Western" pedagogies. It examines two Saudi TESOL teachers' pedagogical enactments in their home teaching contexts after returning from their Western-based TESOL programmes. It aims to obtain insights into questions of knowledge construction, pedagogy and training in Western TESOL programmes and their impacts on these teachers' teaching in Saudi settings. We argue that these teachers have never been passive in the entire process nor have they been naïve about the cultural politics of TESOL. They have appeared to proactively take advantage of being trained in the West to teach effectively and to appropriate their given privileged status in the home contexts. They have also appeared to do so with awareness and with a strong sense of agency. This very aspect of agency, as we argue, deserves substantial scholarly attention in future research. We also argue that to move beyond the mindset that positions periphery teachers at the receiving end of Western TESOL training and as the recipient of Western TESOL pedagogical experiments, it is no longer valid to assume the enlightening and educating role of such training. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01