About this ebook
This pioneering collection provides a space for Latin American English language teacher educators and leaders to share their innovative professional practices.
Their autoethnographic contributions adeptly intertwine personal trajectories with wider societal and pedagogical narratives, elucidating crucial themes across the region's terrains.
Latin America's English language pedagogy still trails behind on the global stage despite countries like Argentina, Brazil, and Colombia bolstering their English teacher education and enhancing the delivery of English as a foreign language. This landscape demands a deeper scholarly inquiry, particularly at the crossroads of innovative pedagogies and their real-world applications within the distinctive milieu of Latin America. Spanning the entire continent and a vast variety of teaching and learning contexts, this book's contributors tackle challenges including collaboration, professional identity and development, queer texts, democratizing access, social justice and materials design.
Gathering perspectives and experiences through auto-, duo- and trio-ethnographic chapters, this collection of personal and deeply collaborative reflections is a powerful account of first-person lived experiences in TESOL teacher education in Latin America.
Their autoethnographic contributions adeptly intertwine personal trajectories with wider societal and pedagogical narratives, elucidating crucial themes across the region's terrains.
Latin America's English language pedagogy still trails behind on the global stage despite countries like Argentina, Brazil, and Colombia bolstering their English teacher education and enhancing the delivery of English as a foreign language. This landscape demands a deeper scholarly inquiry, particularly at the crossroads of innovative pedagogies and their real-world applications within the distinctive milieu of Latin America. Spanning the entire continent and a vast variety of teaching and learning contexts, this book's contributors tackle challenges including collaboration, professional identity and development, queer texts, democratizing access, social justice and materials design.
Gathering perspectives and experiences through auto-, duo- and trio-ethnographic chapters, this collection of personal and deeply collaborative reflections is a powerful account of first-person lived experiences in TESOL teacher education in Latin America.
This pioneering collection provides a space for Latin American English language teacher educators and leaders to share their innovative professional practices.
Their autoethnographic contributions adeptly intertwine personal trajectories with wider societal and pedagogical narratives, elucidati...
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About the author
Raúl Alberto Mora is Associate Professor for the Doctorate in Education at Universidad Pontificia Bolivariana, Colombia, where he chairs the Literacies in Second Languages Project research lab.
Luis Javier Pentón Herrera is Professor at the University of Economics and Human Sciences, Poland (Akademia Ekonomiczno-Humanistyczna w Warszawie), a Fulbright Specialist, and an English Language Specialist with the USA Department of State.
Luis Javier Pentón Herrera is Professor at the University of Economics and Human Sciences, Poland (Akademia Ekonomiczno-Humanistyczna w Warszawie), a Fulbright Specialist, and an English Language Specialist with the USA Department of State.
Raúl Alberto Mora is Associate Professor for the Doctorate in Education at Universidad Pontificia Bolivariana, Colombia, where he chairs the Literacies in Second Languages Project research lab.
Luis Javier Pentón Herrera is Professor at the University of Economics and Human Sciences, Poland (Ak...
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