Conflict, militarization, and their after-effects: Key challenges for TESOL

Nelson, CD; Appleby, R

Conflict, militarization, and their after-effects: Key challenges for TESOL

Nelson, CD Appleby, R

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Publication Type:: Journal Article
Citation:: TESOL Quarterly, 2015, 49 (2), pp. 309 - 332
Issue Date:: 2015-06-01

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Field	Value	Language
dc.contributor.author	Nelson, CD	en_US
dc.contributor.author	Appleby, R https://orcid.org/0000-0003-4491-347X	en_US
dc.date.issued	2015-06-01	en_US
dc.identifier.citation	TESOL Quarterly, 2015, 49 (2), pp. 309 - 332	en_US
dc.identifier.issn	0039-8322	en_US
dc.identifier.uri	http://hdl.handle.net/10453/35170
dc.description.abstract	© 2014 TESOL International Association. 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.	en_US
dc.relation.ispartof	TESOL Quarterly	en_US
dc.relation.isbasedon	10.1002/tesq.187	en_US
dc.subject.classification	Languages & Linguistics	en_US
dc.title	Conflict, militarization, and their after-effects: Key challenges for TESOL	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	49	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	2004 Linguistics	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	49	en_US

Abstract:

© 2014 TESOL International Association. 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.

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http://hdl.handle.net/10453/35170