Conflict, Militarization, and Their After-Effects: Key Challenges for TESOL

Autor/inn/en	Nelson, Cynthia D.; Appleby, Roslyn
Titel	Conflict, Militarization, and Their After-Effects: Key Challenges for TESOL
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 49 (2015) 2, S.309-332 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.187
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Armed Forces; Expenditures; Conflict; War; Language Teachers; Teacher Education; Refugees; Knowledge Base for Teaching; Interdisciplinary Approach; Peace; Immigrants; Teaching Methods; Correlation; Creative Teaching; Social Environment; Political Influences; Literature Reviews + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Military; Militär; Ausgaben; Konflikt; Krieg; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Flüchtling; Teaching theory; Theory of teaching; Unterrichtstheorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Frieden; Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Creative thinking; Teaching; Kreatives Denken; Unterricht; Soziales Umfeld; Political influence; Politischer Einfluss
Abstract	Skyrocketing military spending, ongoing military conflicts, and human displacement worldwide have significant consequences for the teaching and learning of English. TESOL increasingly requires a robust research base that can provide informed, critical guidance in preparing English language teachers for work in and near conflict zones, for teaching refugees and asylum seekers, and, more broadly, for teaching English in highly militarized times. This investigation, which takes the form of a transdisciplinary, translocal literature review, consolidates and extends TESOL's peace-conflict studies through a close examination of two areas that are connected but rarely considered in tandem: TESOL's multiple involvements and entanglements in armed and militarized conflicts and their aftermath, and the challenges of teaching English in a conflict zone or for students who have escaped or been exiled from one. Implications for pedagogy and further research are suggested. The argument is, in short, that the dialectical relationship between TESOL and conflict is in urgent need of collegial scrutiny, that teachers need to be equipped to facilitate critical and creative engagement with English not apart from broader sociopolitical realities but in relation to these, and that the implications of conflict for language learning are relevant across the wider TESOL community, given world developments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01