Abstract
In this chapter, the co-authors will describe their participation in an undergraduate program in the Discipline of Teaching English as an International Language (D-TEIL) at Glendon College in Toronto, Canada. A key component of the D-TEIL certificate program is the three-week practicum held at E. A. Varona Higher Pedagogical University in Havana, Cuba, in which Varona’s Cuban faculty collaborate in the supervision and guidance of Glendon’s students. In preparing for the Varona practicum, the co-authors will discuss the required courses that they teach in the certificate program and how they conceptualize and organize them in support of the socio-political intercultural, linguistic and pedagogical challenges that the D-TEIL students are expected to encounter.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Blommaert, J 2009, ‘A market of accents’, Language Policy, vol. 8, pp. 243–259.
Canagarajah, S (ed) 2005, Reclaiming the local in language policy and practice, Lawrence Erlbaum Associates, Mahwah, NJ.
Canagarajah, S 2007, ‘The ecology of global English’, International Multilingual Research Journal, vol. 1, pp. 89–100.
Clarke, MA 2003, A place to stand: essays for educators in troubled times, vol. 1, University of Michigan Press, Ann Arbor, MI.
Clarke, M & Morgan, B 2011, ‘Education and social justice in neoliberal times: historical and pedagogical perspectives from two postcolonial contexts’, in M Hawkins (ed), Social justice language teacher education, Multilingual Matters, Bristol, UK, pp. 63–85.
Corson, D 2002, ‘Teaching and learning for market-place utility’, International Journal of Leadership in Education, vol. 1, 1–13.
Guerretaz, AM & Johnston, B 2013, ‘Materials in the classroom ecology’, Modern Language Journal, vol. 97, pp. 779–796.
Ha, LP 2004, ‘University classrooms in Vietnam: contesting the stereotypes’, ELT Journal, vol. 58, no. 1, pp. 50–57.
Harries-Jones, P 1995, Ecological understanding and Gregory Bateson, University of Toronto Press, Toronto.
Holliday A 1994, Appropriate methodology and social context, Cambridge University Press, Cambridge.
Holliday, A 2005, The struggle to teach English as an International Language, Oxford University Press, Oxford.
Holliday, A 2009, ‘English as a Lingua Franca, “non-native speakers” and cosmopolitan realities’, in F Sharifian (ed), English as an International Language, Multilingual Matters, Bristol, UK, pp. 21–33.
Humphrey, J 2007, December, ‘The role of reflection in pre-service teacher training: a pre-service teacher’s perspective’, Approaches, pp. 36–42.
Karmani, S 2005, ‘Petro-linguistics: the emerging nexus between oil, English, and Islam, Journal of Language, Identity, and Education, vol. 4, pp. 87–102.
Kirkpatrick, A 2006, ‘Which model of English: native-speaker, nativized or lingua franca?’, in R Rubdi & M Saraceni (eds), English in the world: global rule, global roles, Continuum, London, pp. 71–83.
Kubota, R 2011, ‘Questioning linguistic instrumentalism: English, neoliberalism, and language tests in Japan’, Linguistics & Education, vol. 22, pp. 248–260.
Kumaravadivelu, B 2003, Beyond methods: macro-strategies for language teaching, Yale University Press, New Haven, CT.
Kumaravadivelu, B 2012, ‘Individual identity, cultural globalization, and teaching English as an international language: the case for an epistemic break’, in L. Alsagoff, S. L. McKay, G. Hu, & W. A. Renandya (eds), Principles and practices for teaching Englsih as an international language, Routledge, New York, pp. 9–27.
Larsen-Freeman, D 2013, ‘On the Canadian Language Benchmarks and second language acquisition research’, Contact, Research Symposium, TESL Ontario 2012, vol. 39, no. 2, pp. 10–18.
Martin, I 2007, ‘Some remarks on post-1990 English Language Teaching policy in Cuba’, TESOL Quarterly, vol. 41, pp. 551–556.
Morgan, B 2010, ‘Fostering conceptual roles for change: identity and agency in ESEA teacher preparation’, Kritika Kultura, vol. 15, pp. 34–55, <http://150.ateneo.edu/kritikakultura/images/pdf/kkl5/fostering.pdf>.
Morgan, B 2009, ‘Fostering transformative practitioners for critical EAP: possibilities and challenges’, Journal of English for Academic Purposes, vol. 8, 86–99.
Morgan, B & Martin, I 2014, ‘Towards a research agenda for classroom-as-ecosys-tem’, Modern Language Journal, vol. 98, no. 2, pp. 667–670.
Nunan, D & Choi, J (eds) 2010, Language and culture: reflective narratives and the emergence of identity, Routledge, New York.
O’Farrill, E, Font Milian, IS, Fernandez Gonzales, S, Camacho, A, Zayas Tamayo, A, L Mijares, L, et al. 2010, Integrated English Practice 1: an elementary-lower intermediate coursebook for undergraduate English teacher education in Cuba (1st ed.), Editorial Pueblo y Educacion, O Playa, Havana.
O’Mochain, R 2006, ‘Discussing gender and sexuality in a context-appropriate way: queer narratives in an EFL college classroom in Japan’, Journal of Language, Identity, and Education, vol. 5, pp. 51–66.
Pennycook, A 2000, ‘English, politics, ideology: From colonial celebration to postcolonial performativity’, in T Ricento (ed), Ideology, politics and language policies: focus on English, Amsterdam, John Benjamins, pp. 107–120.
Pennycook, A 2012, Language and mobility: unexpected places, Multilingual Matters, Bristol, UK.
Ramanathan, V & Morgan, B 2007, ‘TESOL and policy enactments: perspectives from practice. Introduction to the special issue on language policy’, TESOL Quarterly, vol. 41, no. 3, pp. 447–463.
Sifakis, N 2007, ‘The education of teachers of English as a lingua franca: a transformative perspective’, International Journal of Applied Linguistics, vol. 17, pp. 354–375.
Simon, R 1992, Teaching against the grain: texts for a pedagogy of possibility, Bergin & Garvey New York.
Smith, SJ 2012, English language teacher education in postcolonial Cuba: a case study of bilingual teachers and a uniquely Cuban model, unpublished MA thesis, Faculty of Education, Queensland University of Technology,
de Sousa Santos, B 2007, ‘Beyond abyssal thinking: from global lines to ecologies of knowledges, Review, vol. 30, no. 1, pp. 45–89.
Spring, J 2007, ‘The triumph of the industrial-consumer paradigm and English as the global language’, International Multilingual Research Journal, vol. 1, pp. 61–78.
Turner Marti, L & Pita Cespedes, B 2001, A pedagogy of tenderness, Associacion de Educadores de Latinoamerica y el Caribe, Caracas, Venezuela.
Van Lier, L 2004, The ecology and semiotics of language learning: a sociocultural perspective, Kluwer Academic, Boston.
Wee, L 2008, ‘Linguistic instrumentalism in Singapore’, in PKW Tan & R Rubdy (eds), Language as commodity: global structures, local marketplaces, Continuum, London, pp. 31–43.
Vandrick, S 2009, Interrogating privilege: reflections of a second language educator, University of Michigan, Ann Arbor.
Editor information
Copyright information
© 2015 Ian Martin and Brian Morgan
About this chapter
Cite this chapter
Martin, I., Morgan, B. (2015). Preparing Teachers for ‘Unequal Englishes’: The D-TEIL Experience in Cuba. In: Tupas, R. (eds) Unequal Englishes. Palgrave Macmillan, London. https://doi.org/10.1057/9781137461223_14
Download citation
DOI: https://doi.org/10.1057/9781137461223_14
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-49885-7
Online ISBN: 978-1-137-46122-3
eBook Packages: Palgrave Language & Linguistics CollectionEducation (R0)