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Rethinking TESOL in Diverse Global Settings: The Language and the Teacher in a Time of Change
Abstract
What do TESOL teachers actually teach? What do they know about language, about English and the ways it is used in the world? How do they view themselves and their work, and how are they viewed by others? How is TESOL perceived as a profession and as a discipline? How can teachers make the most of the available resources? Can global English really deliver what it seems to promise? These are some of the questions explored in Rethinking TESOL in Diverse Global Settings, a book which examines what we mean when we talk about English language teaching and what we understand the job of an English language teacher to be. Covering diverse teaching environments from China to Latin America and the Middle East, and from elementary school to university, the authors take a critical look at TESOL by focusing on the actual substance of the subject, language and attitudes towards
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In the citing paper
“Marr and English quote one teacher as saying of their Chinese students that ' many [ … ] are very concerned with accent and ' sounding British ' as a measure of success ' (2019, p. 65) while another said students ' requested to be in classes taught by British teachers as this was viewed as the more desirable accent to pick up ' (p. 65).”
From The Global ELT coursebook: A case of Cinderella's slipper? (2022) · cites this paper as Marr and English, 2019
In the citing paper
“While the NNS (non-native speaker) presence has increased slightly in the latest generation of coursebooks, Marr and English (2019) point out that the NNS tends to be pidgeonholed as a language learner -so, by implication, not a competent English user.”
From The Global ELT coursebook: A case of Cinderella's slipper? (2022) · cites this paper as Marr and English, 2019
In the citing paper
“the soil in which [CLT] is rooted, its pedagogical inheritance, is different from many of the contexts in which it has been introduced ' (2019, pp. 96 -97).”
From The Global ELT coursebook: A case of Cinderella's slipper? (2022) · cites this paper as Marr and English, 2019
Citations
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Cited by 19
Metadata
- Authors
- Marr, T., & English, F.
- Venue
- Bloomsbury Academic eBooks
- Publisher
- Bloomsbury Academic
- Published
- 2019
- OpenAlex
- W4245361073
- Cited by
- 19
- References
- 0
- Citations by year
- 2026: 1 · 2022: 3 · 2021: 3 · 2020: 12
- FWCI
- 6.08
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Bloomsbury Academic eBooks (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Keywords
- TESOL, English language teaching, teacher knowledge, teacher identity, English as a global language, language attitudes, teacher perceptions, teaching materials
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Cite CoChat for the checks on this page, and the paper for its own findings.
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- CoChat. (2026). Citation check: Rethinking TESOL in Diverse Global Settings: The Language and the Teacher in a Time of Change. https://app.cochat.ai/papers/10.5040/9781350033498
- The paper
- Marr, T., & English, F. (2019). Rethinking TESOL in Diverse Global Settings: The Language and the Teacher in a Time of Change. Bloomsbury Academic eBooks. https://doi.org/10.5040/9781350033498
