The Growth of Professionalism in TESOL: Challenges and Prospects for the Future

Alatis, James E.

doi:10.2307/3586352

Cited by 8 publications

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“…On the 10th anniversary of the formation of the organization, James Alatis (), the founding executive director, reviewed the status of the profession. To mark the 20th anniversary, there were two review articles—one by Alatis () on the profession and the other by John Swales () on TESOL's disciplinary discourse. On the 25th anniversary, TQ published two whole issues to review TESOL's pedagogical approaches.…”

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confidence: 99%

TESOLas a Professional Community: A Half‐Century of Pedagogy, Research, and Theory

Canagarajah

2015

TESOL Quarterly

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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.

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confidence: 99%

TESOLas a Professional Community: A Half‐Century of Pedagogy, Research, and Theory

Canagarajah

2015

TESOL Quarterly

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“…Of course, the semantics of the term professionalism are intricate and multifaceted and there may well be as many working definitions as there are researchers in the field of professionalism and professional practice itself. Alatis (1987), for instance, exemplifies the various different ways the terms professional and professionalism can be, and are, used. According to Alatis, TESOL Inc. is a "professional organization," and a "professional association," which maintains "professional relations" with other bodies, (p. 9).…”

Section: The Problem Of Professionalism In Teaching English As a Secomentioning

confidence: 99%

“…Returning to the semantics of professionalism, one useful definition of the term -or at least of one aspect of the term -in the context of teaching not touched on by Alatis (1987) in his discussion of the growth and development of professionalism on the part of TESOL Inc. is that of perception. Coldron and Smith (1999. p. 712), for example, argue that "Being a teacher is a matter of being seen as a teacher by himself or herself and by others; it is a matter of acquiring and then redefining an identity that is socially legitimated" (emphasis mine).…”

Section: Professionals In Tesolmentioning

confidence: 99%

Toward Increased Professionalism in Teaching English as a Second or Other Language through Pre-service Trainee Teacher Mentoring in the United Arab Emirates

Solloway

2019

UKH J SOC SCI

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For a variety of reasons, both historical and sociological, the feasibility – as well as the very desirability – of mainstream teaching securing the status of a profession (in the sense of established professions such as law, medicine, architecture, and engineering) has long been questioned (e.g., Burbules and Densmore, 1991). If this is the case as regard regular, mainstream education, what then is the situation in relation to the subfield of teaching that is teaching English as a second or other language (TESOL)? Sadly, few if any would likely doubt that the field has so far failed to achieve the status of a recognized profession. There are numerous causes of this failure, though some especially salient reasons – less than stellar public perceptions of the fields of English as a second language/English as a foreign language, employment standards of the private sector, that is, the (in) famous English language teaching industry, the initial training and qualifications of those in the field, and discriminatory practices – will be highlighted in the following discussion. In addition, the second half of this paper draws and reflects on a trainee teacher mentoring scheme at a federally-sponsored institution of higher education in the United Arab Emirates – now sadly discontinued – which the author participated in for 3 years between 2011 and 2015, and which, it is argued, exemplified programs which can go some not inconsiderable way toward combatting a number of the obstacles currently preventing the field of TESOL achieving the status of a legitimate profession.

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World Englishes and Teaching English to Speakers of Other Languages

Matsuda¹

2012

The Encyclopedia of Applied Linguistics

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Teaching English to speakers of other languages ( TESOL ) and World Englishes ( WE ) have both established themselves as important areas of inquiry within applied linguistics, with their own professional organizations (Teachers of English to Speakers of Other Languages and International Association for World Englishes [ IAWE ]), annual conferences, and affil‐iated journals fully dedicated to the scholarship in their disciplines ( TESOL Quarterly and World Englishes , respectively). The articulation between the two fields, however, began only in the last decade or so, except for the work of a few individuals who crossed over the two areas ( e.g . Kachru, 1976, 1984; Sridhar, 1994). This entry traces the history of the (inter)disciplinary relationship between the two fields as evident from scholarly publications that attempted to bring them together. It also identifies future research areas where cross‐fertilization is particularly needed.

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The Growth of Professionalism in TESOL: Challenges and Prospects for the Future

Abstract: Stephen Gaies, TESOL Quarterly Editor, has invited me to start off the 21st volume with a contribution “on the growth of TESOL during its first 20 years and on the challenges and prospects which we face in the years ahead.”

Cited by 8 publications

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TESOLas a Professional Community: A Half‐Century of Pedagogy, Research, and Theory

TESOLas a Professional Community: A Half‐Century of Pedagogy, Research, and Theory

Toward Increased Professionalism in Teaching English as a Second or Other Language through Pre-service Trainee Teacher Mentoring in the United Arab Emirates

World Englishes and Teaching English to Speakers of Other Languages

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