Presenting thirteen essays, editors James C. Wilson and Cynthia Lewiecki-Wilson unite the fields of disability studies and rhetoric to examine connections between disability, education, language, and cultural practices. Bringing together theoretical and analytical perspectives from rhetorical studies and disability studies, these essays extend both the field of rhetoric and the newer field of disability studies.
The contributors span a range of academic fields including English, education, history, and sociology. Several contributors are themselves disabled or have disabled family members. While some essays included in this volume analyze the ways that representations of disability construct identity and attitudes toward the disabled, other essays use disability as a critical modality to rethink economic theory, educational practices, and everyday interactions. Among the disabilities discussed within these contexts are various physical disabilities, mental illness, learning disabilities, deafness, blindness, and diseases such as multiple sclerosis and AIDS.
How Myths about Language Affect Education: What Every Teacher Should Know clarifies some of the most common misconceptions about language, particularly those that affect teachers and the decisions they make when they teach English language learners. The chapters in this book address myths about language in general, about first and second language acquisition, about language and society, and about language and thinking. Each chapter concludes with activities for teachers that give examples, exercises, or simple questions that relate directly to teachers' everyday dealings with ELLs and language.
How Myths about Language Affect Education is not intended to be a complete introduction to linguistics; it does not contain information on phonetics or complex syntactic explanations, and technical jargon is kept to a minimum. The aim of this book is not to settle language issues but rather to highlight popular misconceptions and the ways that they influence debates regarding language and affect language policies in and out of the classroom.“…a groundbreaking book that will…engage, inform, and connect with present and future teachers and teacher educators.”
---Stephanie Vandrick, Foreword to Narrating Their Lives
The field of TESOL has called attention to the ways that the issues of race and ethnicity, language status and power, and cultural background affect second language learners’ identities and, to some degree, those of teachers. In Narrating Their Lives, Kamhi-Stein examines the process of identity construction of classroom teachers so as to make connections between their personal and professional identities and their instructional practices. To do that, she has selected six autobiographical narratives from teachers who were once part of her TESL 570 (Educational Sociolinguistics) class in the MA TESOL program at California State University, Los Angeles. These six narratives cover a surprisingly wide range of identity issues but also touch on broader instructional themes that are part of teacher education programs.
Because of the reflective nature of the narratives—with the teachers using their stories to better understand how their experiences shape what they do in the classroom—this volume includes provocative chapter-opening and reflective chapter-closing questions. An informative discussion of the autobiographical narrative assignment and the TESL 570 course (including supplemental course readings and assessment criteria) is also included.
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