Description: This book explores the language biographies of plurilingual and monolingual teachers, drawing on theories of teacher cognition and linguistic identity. It shows how circumstantial and elective experiences constitute powerful resources contributing t
Brief description: Elizabeth Ellis, University of New England, Armidale, New South Wales, Australia.
Review Quotes:
"This work has clear implications for teacher language education and professional development, in the context of current calls for enhanced plurilingual practices in the TESOL classroom."
Rod Neilsen, TESOL in Context, Volume 26, No.1
"Ellis's book makes a significant case for moving beyond both the monolingual model and the native/non-native binary."
Phiona Stanley, Australian Review of Applied Linguistics 40:3
"This volume is a welcome challenge to the TESOL teaching and research communities. Ellis sets out a coherent, sustained, and well-supported argument that, as the subtitle states, the languaged lives of plurilingual TESOL teachers matter, both professionally and personally. ... Ellis sets out her argument with precision and an impressive command of existing literature in the areas of bilingualism. The book is a rich resource of relevant literature, research data analysis, and teacher vignettes. All of these elements make the book very suitable for either undergraduate or postgraduate TESOL study."
Robyn Moloney, TESOL Quarterly