Welcome to the Key Concepts for TESOL page! This module lays some theoretical foundations for reflective professional practice as an English teacher in diverse local and global contexts. It offers an insight into socio-political ideologies and common misconceptions about language(s) that have shaped the inequalities that prevail in English teaching, from subject matter to methods. 

Reading: 

As a starting point for thinking about some of the key theoretical concepts in TESOL introduced in this module, please read sections 1.1 and 1.2 of the first chapter of Mapping applied linguistics: A guide for students and practitioners (2017), available via the following link: 

Read chapter here 

Tasks: 

Once you have completed the reading, please attempt one or both of the following tasks: 

1. We argue in this chapter that the dead end thinking we describe is widespread and persistent. But don’t take our word for it. To discover whether these folk understandings of language are operating in the minds of people in your context, conduct an informal survey by converting the dead ends into ten statements and asking people you interact with to tell you how far they agree or disagree with each. You could also ask your respondents to provide an example that supports their thinking. 

1. As a follow-up activity, analyse a TESOL-related document, website or other publication (e.g. a textbook; a test; a school English language policy; a website for an institution offering English courses to non-native speakers; a grammar for learners of English). Can you identify any examples of ‘dead-end thinking’? What problems might these assumptions lead to for learners and/or teachers?