Unlike service-learning work where the giver decides what marginalized people need and how to provide it to them, solidarity work means that the economic and socially privileged stand in solidarity with those who need access to the systems and benefits of the dominant culture.
Published in Chapter:
Integrating Language Skills, Practices, and Content in Equitable TESOL Lesson Planning
Esther S. Gross (The Center for Educational Technology, Israel) and Jenifer A. Crawford (University of Southern California, USA)
Copyright: © 2022
|Pages: 22
DOI: 10.4018/978-1-7998-8093-6.ch001
Abstract
Teachers and students in TESOL confront persistent racial, linguistic, economic, and social inequities in English language education. Many universities are striving to enact inclusive teaching that serves their diverse student body. This chapter offers a balanced approach that synthesizes language teaching research, theories, and practices to offer equitable strategies and tools for planning TESOL lessons and an exemplar university English as a Foreign Language lesson. These strategies, tools, and examples provide support for teachers to plan to explore inequities in the sociopolitical and raciolinguistic conditions of language and language learning with their students through lessons that integrate language skills, practices, and content. There is significant research on critical approaches to language education, but this chapter contributes to critical praxis in TESOL by providing detailed guidance for teachers on integrated lesson planning for adult EFL classes.