“…Even when scholars published about pedagogies for African American (Shuy, ), Native American (M. J. Cook, ), or Hispanic students (Ragsdale, ) in the United States, they focused on privileged/native speaker varieties of English as the target to be taught. In articulations of TESOL's mission internationally, there was no doubt on the relevance of native speaker varieties for other speakers, on the purportedly altruistic motivation that these varieties will empower developing communities for profitable commercial and educational interactions with others (see Allen, ). However, around the late 1970s, Braj Kachru's () notion of World Englishes began to make inroads into our professional discourse through TQ .…”
Section: Trajectories In Pedagogical Domainsmentioning
confidence: 99%
“…During the formation of TESOL, the organization was largely defined according to the language teaching needs of the United States. There was a mention of responsibilities to the rest of the world, but this was defined in a one‐sided way, without considering how the world might contribute to shaping TESOL (see Allen, , p. 4). Understandably, a particular type of publication that was predominant in the early days was the “hypothetical” discussion, where the location or context of pedagogical consideration was not specified (e.g., Sutherland, ).…”
Section: Knowledge Construction and Disseminationmentioning
This article reviews the developments in significant pedagogical and research domains in TESOL during the 50‐year history of TESOL Quarterly. It situates these developments in the shift from a modernist to postmodern orientation in disciplinary discourses. The article also considers the changes in modes of knowledge dissemination in the journal by examining the changes in locations of research, authorship, article genres, and research methods. While there is an evolving diversity in the disciplinary discourses of TESOL that can appear to be a threat to the field's coherence, the article argues that this diversity can contribute to a more plural knowledge base and constructive disciplinary growth for TESOL.
“…Even when scholars published about pedagogies for African American (Shuy, ), Native American (M. J. Cook, ), or Hispanic students (Ragsdale, ) in the United States, they focused on privileged/native speaker varieties of English as the target to be taught. In articulations of TESOL's mission internationally, there was no doubt on the relevance of native speaker varieties for other speakers, on the purportedly altruistic motivation that these varieties will empower developing communities for profitable commercial and educational interactions with others (see Allen, ). However, around the late 1970s, Braj Kachru's () notion of World Englishes began to make inroads into our professional discourse through TQ .…”
Section: Trajectories In Pedagogical Domainsmentioning
confidence: 99%
“…During the formation of TESOL, the organization was largely defined according to the language teaching needs of the United States. There was a mention of responsibilities to the rest of the world, but this was defined in a one‐sided way, without considering how the world might contribute to shaping TESOL (see Allen, , p. 4). Understandably, a particular type of publication that was predominant in the early days was the “hypothetical” discussion, where the location or context of pedagogical consideration was not specified (e.g., Sutherland, ).…”
Section: Knowledge Construction and Disseminationmentioning
This article reviews the developments in significant pedagogical and research domains in TESOL during the 50‐year history of TESOL Quarterly. It situates these developments in the shift from a modernist to postmodern orientation in disciplinary discourses. The article also considers the changes in modes of knowledge dissemination in the journal by examining the changes in locations of research, authorship, article genres, and research methods. While there is an evolving diversity in the disciplinary discourses of TESOL that can appear to be a threat to the field's coherence, the article argues that this diversity can contribute to a more plural knowledge base and constructive disciplinary growth for TESOL.
“…Though it is a complex and changing organization, we can study the terms on which it was originally founded. The mission of TESOL is articulated by Harold Allen () in the very first issue of TQ :Without an organization, teachers having a common discipline and a common subject matter will not easily come to consider themselves a professional group. … To improve the teaching of English as a second language we must first encourage recognition that such teaching is a specialized field, a discipline by itself.…”
Section: Relating To the Wider Professional Communitymentioning
confidence: 99%
“…Though Allen () starts off by making a case for TESOL in terms of the needs of U.S. professionals, he goes on to outline its special responsibility for English teaching at the global level, emphasizing “those commitments in the developing countries where the need for English as the language of commerce and education constitutes an immediate emergency” (p. 4). To facilitate its global professional mission and disciplinary status, he discusses the importance of “a central office, with a TESOL library that can serve as a repository for TESL textbooks and other materials and … a clearinghouse for the profession,” “development of the journal as the central organ of the entire profession,” “a newsletter reporting all kinds of events relevant to the TESL field,” “a national register of competent personnel” (p. 5), and the “establishment of national guidelines for the preparation and, perhaps ultimately, certification of teachers of English as a second language” (p. 6).…”
Section: Relating To the Wider Professional Communitymentioning
In this ethnographic self‐reconstruction, the author represents the ways in which he negotiated the differing teaching practices and professional cultures of the periphery and the center in an effort to develop a strategic professional identity. He brings out the importance of using multiple identities critically for voice in the wider professional discourses and practices. As global English acquires local identities, and diverse professional communities develop their own socially situated pedagogical practices, it is becoming important to chart a constructive relationship between these communities in TESOL. Through his journey of professionalization, the author explores the framework of relationships that would enable an effective negotiation of practices and discourses between the different professional communities and facilitate more constructive teacher identities.
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