Groundbreaking in the ways it makes new connections among emotion, critical theory, and pedagogy, this book explores the role of students' and teachers' emotions in college ESL instruction.
Groundbreaking in the ways it makes new connections among emotion, critical theory, and pedagogy, this book explores the role of students' and teachers' emotions in college ESL instruction.
Sarah Benesch is Professor of English at the College of Staten Island, City University of New York, where she teaches linguistics courses to undergraduate and graduate students. She also coordinates the ESL program in the CSI English department. Her publications are devoted to applying critical theory to English language teaching. Her 2001 book, Critical English for Academic Purposes: Theory, Politics, and Practice, questioned the neglect of the sociopolitical context in English for academic purposes and offered extended examples of critical EAP praxis. In addition she has published numerous book chapters and articles in such journals as TESOL Quarterly, English for Specific Purposes Journal, the Journal of Language, Identity, and Education, and the Journal of English for Academic Purposes.
Inhaltsangabe
Preface Part I. Theories 1. Introduction; Rationale, and My Social/Emotional History 2. Emotions in English Language Teaching: Related Literatures 3. Critical Theories of Affect and Emotions Part II. Praxis 4. Sticky Objects in ELT Classrooms: Hope/Disappointment; Resentment/Attachment 5. Revisiting Pedagogy about Military Recruitment: From Indignation to Friendship 6. Theory Building with Language Acquisition Students: Metaphors of Embodied Emotions 7. English Language Teachers' English Language Teachers' Emotion Work: Management, Embodiment, and Explicit Teaching 8. What Remains: Implications for Critical Teaching and Research
Preface Part I. Theories 1. Introduction; Rationale, and My Social/Emotional History 2. Emotions in English Language Teaching: Related Literatures 3. Critical Theories of Affect and Emotions Part II. Praxis 4. Sticky Objects in ELT Classrooms: Hope/Disappointment; Resentment/Attachment 5. Revisiting Pedagogy about Military Recruitment: From Indignation to Friendship 6. Theory Building with Language Acquisition Students: Metaphors of Embodied Emotions 7. English Language Teachers' English Language Teachers' Emotion Work: Management, Embodiment, and Explicit Teaching 8. What Remains: Implications for Critical Teaching and Research
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