Sarah Benesch
Dados Biográficos
| ID | 4503473 |
|---|---|
| NOME | Sarah Benesch |
| PRENOMES | Sarah |
| SOBRENOME | Benesch |
| ASSINATURA | BENESCH S |
| AFILIAÇÕES | College of Staten Island |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 108 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1993 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 4 |
Rescuing “emotion labor” from (and for) language teacher emotion research
Emotions and activism
This article explores the relationship between teachers’ emotions and possibilities for their activism. Using the lens of emotion labor and grounded in a discursive approach to emotions, it examines English language teachers’ responses to institutional power. High-stakes literacy testing is used as an example of top-down institutional policies that may conflict with English language teachers’ training and/or pedagogical preferences thereby produc…
Emotions as agency
Emotions and English Language Teaching
Taking a critical approach that considers the role of power, and resistance to power, in teachers’ affective lives, Sarah Benesch examines the relationship between English language teaching and emotions in postsecondary classrooms. The exploration takes into account implicit feeling rules that may drive institutional expectations of teacher performance and affect teachers’ responses to and decisions about pedagogical matters. Based on interviews …
Critical Approaches to the Study of Emotions in English Language Teaching and Learning
This entry discusses emotions in English language teaching and learning from a critical perspective, meaning that emotions are theorized as contextual, relational, and shifting. This is a departure from the dominant cognitive perspective, which theorizes emotions as innate, universal, monolithic, and tied to particular outcomes. The small but growing literature on emotions in critical applied linguistics is reviewed, with implications for future …
Critical English for Academic Purposes
This entry traces critical English for academic purposes (CEAP) from its first publications, in the early 1990s, to its more recent offerings.
Generation 1.5” and Its Discourses of Partiality
This is a critical discourse analysis of generation 1.5, a term used to refer to students born outside the United States who received part, or most, of their formal education in the United States. The analysis reveals that surrounding generation 1.5 are 3 interconnected discourses of partiality: a discourse of demographic partiality, a discourse of linguistic partiality, and a discourse of academic partiality. Claiming that these discourses are g…
Critical English for Academic Purposes
Critical English for Academic Purposes
Critical English for Academic Purposes: Theory, Politics, and Practice is the first book to combine the theory and practice of two fields: English for academic purposes and critical pedagogy. English for academic purposes (EAP) grounds English language teaching in the cognitive and linguistic demands of academic situations, tailoring instruction to specific rather than general purposes. Critical pedagogy acknowledges students' and teachers' subje…
Critical English for academic purposes
Thinking Critically, Thinking Dialogically
politics of language teaching. TESOL Quarterly, 23, 589-618. Schniedewind, N. (1983). Feminist values: Guidelines for a teaching methodology in women's studies. In C. Bunch & S. Pollack (Eds.), Learning our way: Essays in feminist education (pp. 248-260). Trumansburg, NY: Crossing Press. Taubman, P. (1982). Gender and curriculum: Discourse and the politics of sexuality. Journal of Curriculum Theorizing, 4(1), 12-87. Weiler, K. (1988). Women teach…
Needs Analysis and Curriculum Development in EAP
Needs analysis research in English for academic purposes (EAP) / English for special purposes is mainly descriptive. Researchers identify and describe existing elements of the target situation to provide the basis for curriculum development. Critical needs analysis, on the other hand, considers the target situation as a site of possible reform. It takes into account the hierarchical nature of social institutions and treats inequality, both inside…
Critical Thinking
ESL, Ideology, and the Politics of Pragmatism
This article discusses how all forms of ESL instruction are ideological, whether or not educators are conscious of the political implications of their instructional choices. Those choices can encourage students to think critically about their education and about society, or they can discourage questioning the status quo in and out of school. This article asserts that ideology is unavoidable, a position supported by various L1 and L2 scholars whos…
Critical Media Awareness
In the months leading up to the March 2003 US/UK invasion of Iraq, anti-war demonstrations were held around the world. News reports about the demonstrations may have influenced public opinion about whether the invasion was warranted and they, therefore, merit scrutiny. Critical examination of the US media’s pre-war coverage, including their anti-war reporting, is particularly important given the varying justifications for the war offered by the U…
Emotions as agency
Rescuing “emotion labor” from (and for) language teacher emotion research
Generation 1.5” and Its Discourses of Partiality
This is a critical discourse analysis of generation 1.5, a term used to refer to students born outside the United States who received part, or most, of their formal education in the United States. The analysis reveals that surrounding generation 1.5 are 3 interconnected discourses of partiality: a discourse of demographic partiality, a discourse of linguistic partiality, and a discourse of academic partiality. Claiming that these discourses are g…
Needs Analysis and Curriculum Development in EAP
Needs analysis research in English for academic purposes (EAP) / English for special purposes is mainly descriptive. Researchers identify and describe existing elements of the target situation to provide the basis for curriculum development. Critical needs analysis, on the other hand, considers the target situation as a site of possible reform. It takes into account the hierarchical nature of social institutions and treats inequality, both inside…
Thinking Critically, Thinking Dialogically
politics of language teaching. TESOL Quarterly, 23, 589-618. Schniedewind, N. (1983). Feminist values: Guidelines for a teaching methodology in women's studies. In C. Bunch & S. Pollack (Eds.), Learning our way: Essays in feminist education (pp. 248-260). Trumansburg, NY: Crossing Press. Taubman, P. (1982). Gender and curriculum: Discourse and the politics of sexuality. Journal of Curriculum Theorizing, 4(1), 12-87. Weiler, K. (1988). Women teach…
Critical Media Awareness
In the months leading up to the March 2003 US/UK invasion of Iraq, anti-war demonstrations were held around the world. News reports about the demonstrations may have influenced public opinion about whether the invasion was warranted and they, therefore, merit scrutiny. Critical examination of the US media’s pre-war coverage, including their anti-war reporting, is particularly important given the varying justifications for the war offered by the U…
Critical Thinking
ESL, Ideology, and the Politics of Pragmatism
This article discusses how all forms of ESL instruction are ideological, whether or not educators are conscious of the political implications of their instructional choices. Those choices can encourage students to think critically about their education and about society, or they can discourage questioning the status quo in and out of school. This article asserts that ideology is unavoidable, a position supported by various L1 and L2 scholars whos…
Critical Thinking
ESL, Ideology, and the Politics of Pragmatism
This article discusses how all forms of ESL instruction are ideological, whether or not educators are conscious of the political implications of their instructional choices. Those choices can encourage students to think critically about their education and about society, or they can discourage questioning the status quo in and out of school. This article asserts that ideology is unavoidable, a position supported by various L1 and L2 scholars whos…
Needs Analysis and Curriculum Development in EAP
Needs analysis research in English for academic purposes (EAP) / English for special purposes is mainly descriptive. Researchers identify and describe existing elements of the target situation to provide the basis for curriculum development. Critical needs analysis, on the other hand, considers the target situation as a site of possible reform. It takes into account the hierarchical nature of social institutions and treats inequality, both inside…
Thinking Critically, Thinking Dialogically
politics of language teaching. TESOL Quarterly, 23, 589-618. Schniedewind, N. (1983). Feminist values: Guidelines for a teaching methodology in women's studies. In C. Bunch & S. Pollack (Eds.), Learning our way: Essays in feminist education (pp. 248-260). Trumansburg, NY: Crossing Press. Taubman, P. (1982). Gender and curriculum: Discourse and the politics of sexuality. Journal of Curriculum Theorizing, 4(1), 12-87. Weiler, K. (1988). Women teach…
Critical English for Academic Purposes
Critical English for Academic Purposes: Theory, Politics, and Practice is the first book to combine the theory and practice of two fields: English for academic purposes and critical pedagogy. English for academic purposes (EAP) grounds English language teaching in the cognitive and linguistic demands of academic situations, tailoring instruction to specific rather than general purposes. Critical pedagogy acknowledges students' and teachers' subje…
Critical English for academic purposes
Critical English for Academic Purposes
Generation 1.5” and Its Discourses of Partiality
This is a critical discourse analysis of generation 1.5, a term used to refer to students born outside the United States who received part, or most, of their formal education in the United States. The analysis reveals that surrounding generation 1.5 are 3 interconnected discourses of partiality: a discourse of demographic partiality, a discourse of linguistic partiality, and a discourse of academic partiality. Claiming that these discourses are g…
Critical English for Academic Purposes
This entry traces critical English for academic purposes (CEAP) from its first publications, in the early 1990s, to its more recent offerings.
Critical Approaches to the Study of Emotions in English Language Teaching and Learning
This entry discusses emotions in English language teaching and learning from a critical perspective, meaning that emotions are theorized as contextual, relational, and shifting. This is a departure from the dominant cognitive perspective, which theorizes emotions as innate, universal, monolithic, and tied to particular outcomes. The small but growing literature on emotions in critical applied linguistics is reviewed, with implications for future …
Emotions and English Language Teaching
Taking a critical approach that considers the role of power, and resistance to power, in teachers’ affective lives, Sarah Benesch examines the relationship between English language teaching and emotions in postsecondary classrooms. The exploration takes into account implicit feeling rules that may drive institutional expectations of teacher performance and affect teachers’ responses to and decisions about pedagogical matters. Based on interviews …
Emotions as agency
Emotions and activism
This article explores the relationship between teachers’ emotions and possibilities for their activism. Using the lens of emotion labor and grounded in a discursive approach to emotions, it examines English language teachers’ responses to institutional power. High-stakes literacy testing is used as an example of top-down institutional policies that may conflict with English language teachers’ training and/or pedagogical preferences thereby produc…
Rescuing “emotion labor” from (and for) language teacher emotion research
Critical Media Awareness
In the months leading up to the March 2003 US/UK invasion of Iraq, anti-war demonstrations were held around the world. News reports about the demonstrations may have influenced public opinion about whether the invasion was warranted and they, therefore, merit scrutiny. Critical examination of the US media’s pre-war coverage, including their anti-war reporting, is particularly important given the varying justifications for the war offered by the U…
Psychology (11 obras) · Philosophy (10 obras) · Sociology (10 obras) · EFL/ESL Teaching and Learning (9 obras) · Linguistics (8 obras) · Mathematics education (8 obras) · Computer Science (6 obras) · Discourse Analysis in Language Studies (5 obras) · English language (5 obras) · Language, Discourse, Communication Strategies (4 obras)