Elizabeth Ellis

Context and Critique

Australian Animal Law

This book introduces a new topic to applied linguistics: the significance of the TESOL teacher’s background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has English proficiency, then her or his other languages are irrelevant. The book questions this view. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism. The book proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more. The book examines the history of language-in-education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It shows that teachers’ language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs, identity, language awareness and language learning awareness. Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have some language learning experience, but it was low-level, short-lived and unsuccessful. How does the experience of successful or unsuccessful language learning and language use affect one’s identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial? These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom.

The Hidden Languaged Lives of TESOL Teachers and Why They Matter

The Plurilingual TESOL Teacher

Robert Ellis

Ngarino Ellis

Hamish Keith

Hana Ellis

A. C. Wilds

Isobelle Carmichael

Alexis Taylor

Beth Hendrix

Brandy Slaven

Rinna Ford

Jenée Robinson

April Bock

K. a Morse

Did you hear that howl? Are you ready for a fright? Some things go bump in the night, and that's how it should be. Join us as we spin you stories of Halloween delight. From the ghastly to the oh my gawd you'll find what you're looking for between these pages.

All Hallows Night Anthology

Howls and Horrors

Loren Niemi

A difficult story is any story whose content makes it challenging to tell or difficult to hear. Told for the wrong reasons, it can be as painful for the listener as for the teller. But as we know from literature and media from Sophie's Choice to The Sixth Sense, told properly, a difficult story can powerfully alter not only he who tells it, but those who hear it.

Thinking about the Difficult Story

Inviting the Wolf in

In this text the authors offer a general discussion about the value and necessity of telling difficult stories. It includes an instructional section that leads readers through the process of creating and shaping difficult stories. Sample stories are examined.

An English Girl's First Impressions of Burmah ...

Elizabeth Ellis

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