Week 4- formative Assessment Mini Literature Review Project

Week 4- Formative Assessment
Mini Literature Review Project
Davronova Malika

MA TESOL Program 6K, Webster University in Tashkent

TESL 5740: English for Academic Purposes

Instructor: Klara Nazmutdinova

September 11,2023

In the article "Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy." Juran Shin and Jesse W. Rubio discussed a case study examines how ESL teacher’s own life background and job experience interact with ideas within society and specifically in the classroom. To be known for all, teaching English as a second Language (ESL) is considered as a challenging skill (Ricento,2003). So, the everyday language classroom faced with those obstacles obliges ESL teachers to manage und negotiate a how they (re)build their identities, and how these identities are demonstrated in the classroom. As an example, so capture a more nuanced and complex understanding of teacher identity and its ongoing contractures.

Varghese, Morgan, Johnstces, and Johnson (2005) advocated for a holistic multi-lensed theoretical approach to teacher identity by conceptualizing “identity-in-discourse” (i.e., identity that is discursively constituted) and “identity-in-practice” (i.e., identity that is performed in practice).
In the article “Aspects of Process in an ESL Critical Pedagogy Teacher Education Course” Crookes and Lehner examined specific ways in which a critical pedagogy affects materials development, lesson planning, assessment procedures, and classroom management need to be explored and developed. Crawford (1978) explained the principles that are said to characterize critical pedagogy must be applied to the issues and problems that teachers encounter daily in their language classrooms and programs. Furthermore, Pennycook (1994) emphasized the value of this orientation to a range of concerns, including the “relationship between 1.2 education and race, ethnicity, gender, class, literacy, cultural difference, and so on”. As critical as these issues are to language learning, the critical teacher also needs exposure to issues dealing with “language study proper”. This concerns for critical thinking are neither foreign nor objectionable to most educators. In this article in TESOL Quarterly journal seems similar to Juran Shin and Jesse W. Rubio’s perspectives about teachers’ attitudes towards organizing lessons. Namely, “To truly make it the primary concerns, some alternatives must take place in classroom approaches in terms of historicity, identity and pedagogy” (Crawford-Lange, 1981).
Reflective paragraph:
To focus on the subject and the core meaning of context integral citations are very important whereas none-integral citations gives emphasis to the finding. The name of the cited author appears in parentheses or a number refers to the name, which is given in the list of references.

References:
Shin, J., & Rubio, J.W. (2003). Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy. TESOL Quarterly, 57(1) 191-212.
Ewald, J.D. (1999), Aspects of Process in an ESL. Critical Pedagogy Teacher Education Course. TESOL Quarterly, 33(2), 275-279.
Ricento, T. (2003). The discursive construction of Americanism. Discourse& Society, 14(5), 611-637.