Are TESOL professionals now fairly seen as agents of a new English-speaking empire? Or, if they wish to distance themselves from this role, are there ways of working and living that would make this differentiation clear? An international group of authors put forward their differing proposals for the development of TESOL in a world where military invasion and occupation have been added to the previous mix of globalized economic hegemony and cultural influence exercised by the US and its allies.
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Editorial Reviews
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'The outcomes of some TESOL activities are unpredictable, the ramifications going well beyond the classroom, ideally impelled by a wish to contribute to a more just world. Edge's book provides a stimulating set of ways of addressing the existential TESOL problem of whether the promotion of English abroad is merely part of the "age of empire", however pedagogically inspired the classroom activities may be. It does not provide easy answers, but it outlines many useful pointers and strategies, and is excellent in presenting why these difficult professional concerns urgently need to be made central to TESOL's "mission"'. - ROBERT PHILLIPSON, Copenhagen Business School, Denmark
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About the Author
JULIAN EDGE is a Lecturer at the University of Manchester, UK, and has worked as an ESOL teacher, teacher educator, researcher and research director in Europe, the Middle East, South East Asia and Australia. His main interest is in teacher development, personal and professional. Among his key publications is Continuing Cooperative Development (2002).
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