In Loco Maternis: Recent MA TESOL Graduates Speak from Community College ESL Classrooms

In Loco Maternis: Recent MA TESOL Graduates Speak from Community College ESL Classrooms

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This investigation focuses on recent graduates of MA TESOL programs, exploring how they fare in community college classrooms and what implications this has for their graduate preparation. I draw upon an online survey, in-person interviews, and a variety of documents in order to explore the gender dynamics of ESL training and teaching. I posit a tension between (on the one hand) the community college ESL faculty, who construct themselves, their backgrounds, and their students using categories typically characterized as feminine, and (on the other hand) their TESOL programs, which they construct using rnasculinized terms. The ESL teachers view their role as in loco maternis, but the training programs prepare them in a way they perceive as masculine. The gendered lenses structure the disparate worlds of native-English-speaking ESL teachers and their teacher trainers.... to the feminized gendered classroom and institutional reality of the part-time ESL instructor at the community college. In the hierarchy of jobs/roles, according to Paludi and Strayer, occupations that have historically been dominated by ... Every interview participant felt either aquot;successfulaquot; or aquot;very successfulaquot; as ... In fact, every survey respondent (n = 37)31 felt the same way about question #20 on the online survey (see Table 3); 17 answered aquot;Agreeaquot; and 20 answered aquot;Strongly Agreeaquot;anbsp;...


Title:In Loco Maternis: Recent MA TESOL Graduates Speak from Community College ESL Classrooms
Author:
Publisher:ProQuest - 2008
ISBN-13:

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