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The field of Teaching English to Speakers of Other Languages (TESOL) has experienced epistemological, methodological, and pedagogical changes in response to growing critical perspectives on language education. Multilingualism anchored in social justice moves beyond recognizing the co-existence of English with teachers’ and learners’ additional languages in terms of language teaching and learning to confronting power structures upheld through monolingual, monocultural, and Eurocentric pedagogies in TESOL education (Raza et al., 2023; Tian et al., 2020). Promoting the empowerment of minoritized teachers and learners through a social justice-based multilingualism includes a view of identity (reconstruction) as a political act, involving constant negotiation, tension, and reflection by different stakeholders (Yazan & Rudolph, 2018). In this chapter, we foreground the experiences of two TESOL student teachers from the Global South at a Brazilian university who navigate relations of power in reconstructing their identities as TESOL teachers. The student teachers’ experiences reflect their movement of “becoming” across two settings: the TESOL classroom of their teacher education program to the TESOL classroom of their workplaces (or from being student teachers to teachers). Based on interviews and on a discourse analytic approach, we focus on how the teacher students attempted to de-construct and challenge power in the language classroom by implementing critical multilingual perspectives on TESOL pedagogy. We discuss how the student teachers enacted their identities as critical multilingual teachers and provide examples of what challenging power can look like through the student teachers’ reflections of their interactions with their students, but also other stakeholders. We draw attention to the ideological clashes encountered by the student teachers to strengthen the importance of a multilingual vision for TESOL and the de(con)structive work of future teachers in their professional identity development and pedagogical innovation attempts.

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Ideological Clashes in Becoming: TESOL Student Teachers’ Attempts to Deconstruct Power in the Real and Imagined Classroom

  • 章节

  • 发表日期：

    2025年

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  • Vander Tavares,
  • Sílvia Melo-Pfeifer

摘要

The field of Teaching English to Speakers of Other Languages (TESOL) has experienced epistemological, methodological, and pedagogical changes in response to growing critical perspectives on language education. Multilingualism anchored in social justice moves beyond recognizing the co-existence of English with teachers’ and learners’ additional languages in terms of language teaching and learning to confronting power structures upheld through monolingual, monocultural, and Eurocentric pedagogies in TESOL education (Raza et al., 2023; Tian et al., 2020). Promoting the empowerment of minoritized teachers and learners through a social justice-based multilingualism includes a view of identity (reconstruction) as a political act, involving constant negotiation, tension, and reflection by different stakeholders (Yazan & Rudolph, 2018). In this chapter, we foreground the experiences of two TESOL student teachers from the Global South at a Brazilian university who navigate relations of power in reconstructing their identities as TESOL teachers. The student teachers’ experiences reflect their movement of “becoming” across two settings: the TESOL classroom of their teacher education program to the TESOL classroom of their workplaces (or from being student teachers to teachers). Based on interviews and on a discourse analytic approach, we focus on how the teacher students attempted to de-construct and challenge power in the language classroom by implementing critical multilingual perspectives on TESOL pedagogy. We discuss how the student teachers enacted their identities as critical multilingual teachers and provide examples of what challenging power can look like through the student teachers’ reflections of their interactions with their students, but also other stakeholders. We draw attention to the ideological clashes encountered by the student teachers to strengthen the importance of a multilingual vision for TESOL and the de(con)structive work of future teachers in their professional identity development and pedagogical innovation attempts.