Books by Elizabeth M Ellis
TESOL (Teaching English to Speakers of Other Languages) is an international multi-billion dollar ... more TESOL (Teaching English to Speakers of Other Languages) is an international multi-billion dollar industry employing hundreds of thousands of teachers around the globe, and hence the skills, qualities and training required by those teachers poses key questions for educational linguistics. It is now well-recognised that the global TESOL profession has developed historically as a largely English-only enterprise, leading to the accepted view that, as long as the teacher has English proficiency, then her other languages, or lack of them, are irrelevant.
The book challenges this view: and argues that in an era when we recognise the key role played by the learner’s own language(s) in the learning process, it is essential that we examine the significance of the TESOL teacher’s background as a learner and user of additional languages.
This is the first book to examine TESOL teachers’ other language experiences in depth and to provide a robust theoretical argument as to why those languages matter even in the English-medium classroom. It is also the first to provide solid empirical data, drawn from teachers in Australia and seven other countries, that bear out its claims. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs and identity.
it is surprising that there is no focus on the role played by teachers’ other languages. The book proposes a new way of looking at teacher linguistic identity by examining in considerable detail the language biographies of teachers: whether they have grown up plurilingual or learned other languages later in life; and the relevance of this for the teaching of English. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism.
The book examines the history of language in education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It goes on to show that teachers’ language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs and identity. She investigates teachers’ rich experiences of growing up with two or more languages; of learning languages through schooling, of migrating to another linguaculture, of living in a plurilingual family and many more.
Drawing on three studies involving 115 teachers from Australia and seven other countries, the author shows conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have language learning experience, but it was low-level, short-lived and unsuccessful.
How does the experience of successful or unsuccessful language learning and language use affect one’s identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial?
These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom.
Papers by Elizabeth M Ellis
This is a very personal account of a Spanish immigrant, Nerea, achieving bilingualism in Wollongo... more This is a very personal account of a Spanish immigrant, Nerea, achieving bilingualism in Wollongong, NSW. The story raises questions of the complex development of identity, changing awareness of sociocultural practices in each language, and of the role played by attitudes in the surrounding community to a person’s bilingualism. This article is in two parts: in the first part Nerea’s story is told in her own voice, and in the second the authors connect Nerea’s individual experience to wider social patterns concerning bilingualism, identity and aspects of recent immigration to Australia.
This article explores the struggles of a family to pass on the mother’s language to her children;... more This article explores the struggles of a family to pass on the mother’s language to her children; struggles which Li (2007) claims are shared by “souls in exile”. It is one of thousands of stories in Australia and millions worldwide which speak of the importance of bilingualism and biculturalism as gifts to pass down to our children.
Amaya is a Basque-Spanish mother living in Australia and raising two children, Leticia (15) and Javier (11). Both children were born in Australia as was their father, Jason. Amaya has always wanted her children to grow up bilingual, with proficiency in both English and Spanish, as well as wanting them to identify with both the Australian and Spanish cultures.
Learning and Individual Differences, 2015
This is a very personal account of a Spanish immigrant, Nerea, achieving bilingualism in Wollongo... more This is a very personal account of a Spanish immigrant, Nerea, achieving bilingualism in Wollongong, NSW. The story raises questions of the complex development of identity, changing awareness of sociocultural practices in each language, and of the role played by attitudes in the surrounding community to a person’s bilingualism. This article is in two parts: in the first part Nerea’s story is told in her own voice, and in the second the authors connect Nerea’s individual experience to wider social patterns concerning bilingualism, identity and aspects of recent immigration to Australia.
Current Issues in Language Planning, 2010
ABSTRACT Germany and Australia are examples of countries characterised by a tension between their... more ABSTRACT Germany and Australia are examples of countries characterised by a tension between their plurilingual populations and their monolingual mindsets. This paper sets out to make a comparison between policy and practice in language and education in Germany and Australia, first outlining the link between the nineteenth-century development of the ideology of the nation-state and beliefs in the importance of a single language as a key feature of a strong nation. We use Gogolin's notion of a language hierarchy to illustrate the status and position of different categories of language in each country. Hence, we begin by interrogating the concept of a national language in each site, and then secondly we look at policy, practices and attitudes to foreign languages, characterised as those taught as subjects in schools. The third and most problematic position on the hierarchy is that of languages of the community. In Germany, these are autochthonous minority languages, immigrant languages and immigrant ethnolects. In Australia, they are Indigenous languages and Kriols, Aboriginal English, immigrant languages and immigrant ethnolects. This paper then discusses the positive and negative aspects of each country's language policy. We argue that by analysing how unexamined monolingual perspectives are played out in very different contexts, we can contribute to more enlightened thinking about the plurilingual potential of nations with multilingual populations.
This paper presents results from a pilot project that sought to establish parental motivations fo... more This paper presents results from a pilot project that sought to establish parental motivations for raising
children bilingually in regional Australia in the absence of a co-located speech community. Cultural and
linguistic diversity outside metropolitan areas is increasing as a result of Commonwealth Government
incentive schemes, and one effect of this is that migrant families must find innovative ways to stem the
shift to English that is virtually inevitable in the absence of a systematic and committed family language
policy. Five families of varied language background were interviewed regarding their motivations for and
challenges in raising their children bilingually. Four key themes emerged, comprising three goals and
one major challenge. The three goals were: to create a sense of belonging to a family, a community and
a culture; to create a competitive advantage for their children’s future; and to improve their children’s
school learning. The major challenge was the difficulty of the task despite their commitment to the
family language plan. Results from this pilot have informed the design of a larger study of regional family
language maintenance.
KEY WORDS
bilingualism, bilingual children, family language policy, regional multilingualism, linguistic identity, language
maintenance
International Journal of Multilingualism, 2004
Sociolinguistic Studies, 2008
Current Issues in Language Planning, 2010
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Books by Elizabeth M Ellis
The book challenges this view: and argues that in an era when we recognise the key role played by the learner’s own language(s) in the learning process, it is essential that we examine the significance of the TESOL teacher’s background as a learner and user of additional languages.
This is the first book to examine TESOL teachers’ other language experiences in depth and to provide a robust theoretical argument as to why those languages matter even in the English-medium classroom. It is also the first to provide solid empirical data, drawn from teachers in Australia and seven other countries, that bear out its claims. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs and identity.
it is surprising that there is no focus on the role played by teachers’ other languages. The book proposes a new way of looking at teacher linguistic identity by examining in considerable detail the language biographies of teachers: whether they have grown up plurilingual or learned other languages later in life; and the relevance of this for the teaching of English. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism.
The book examines the history of language in education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It goes on to show that teachers’ language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs and identity. She investigates teachers’ rich experiences of growing up with two or more languages; of learning languages through schooling, of migrating to another linguaculture, of living in a plurilingual family and many more.
Drawing on three studies involving 115 teachers from Australia and seven other countries, the author shows conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have language learning experience, but it was low-level, short-lived and unsuccessful.
How does the experience of successful or unsuccessful language learning and language use affect one’s identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial?
These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom.
Papers by Elizabeth M Ellis
Amaya is a Basque-Spanish mother living in Australia and raising two children, Leticia (15) and Javier (11). Both children were born in Australia as was their father, Jason. Amaya has always wanted her children to grow up bilingual, with proficiency in both English and Spanish, as well as wanting them to identify with both the Australian and Spanish cultures.
children bilingually in regional Australia in the absence of a co-located speech community. Cultural and
linguistic diversity outside metropolitan areas is increasing as a result of Commonwealth Government
incentive schemes, and one effect of this is that migrant families must find innovative ways to stem the
shift to English that is virtually inevitable in the absence of a systematic and committed family language
policy. Five families of varied language background were interviewed regarding their motivations for and
challenges in raising their children bilingually. Four key themes emerged, comprising three goals and
one major challenge. The three goals were: to create a sense of belonging to a family, a community and
a culture; to create a competitive advantage for their children’s future; and to improve their children’s
school learning. The major challenge was the difficulty of the task despite their commitment to the
family language plan. Results from this pilot have informed the design of a larger study of regional family
language maintenance.
KEY WORDS
bilingualism, bilingual children, family language policy, regional multilingualism, linguistic identity, language
maintenance
The book challenges this view: and argues that in an era when we recognise the key role played by the learner’s own language(s) in the learning process, it is essential that we examine the significance of the TESOL teacher’s background as a learner and user of additional languages.
This is the first book to examine TESOL teachers’ other language experiences in depth and to provide a robust theoretical argument as to why those languages matter even in the English-medium classroom. It is also the first to provide solid empirical data, drawn from teachers in Australia and seven other countries, that bear out its claims. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs and identity.
it is surprising that there is no focus on the role played by teachers’ other languages. The book proposes a new way of looking at teacher linguistic identity by examining in considerable detail the language biographies of teachers: whether they have grown up plurilingual or learned other languages later in life; and the relevance of this for the teaching of English. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism.
The book examines the history of language in education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It goes on to show that teachers’ language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs and identity. She investigates teachers’ rich experiences of growing up with two or more languages; of learning languages through schooling, of migrating to another linguaculture, of living in a plurilingual family and many more.
Drawing on three studies involving 115 teachers from Australia and seven other countries, the author shows conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have language learning experience, but it was low-level, short-lived and unsuccessful.
How does the experience of successful or unsuccessful language learning and language use affect one’s identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial?
These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom.
Amaya is a Basque-Spanish mother living in Australia and raising two children, Leticia (15) and Javier (11). Both children were born in Australia as was their father, Jason. Amaya has always wanted her children to grow up bilingual, with proficiency in both English and Spanish, as well as wanting them to identify with both the Australian and Spanish cultures.
children bilingually in regional Australia in the absence of a co-located speech community. Cultural and
linguistic diversity outside metropolitan areas is increasing as a result of Commonwealth Government
incentive schemes, and one effect of this is that migrant families must find innovative ways to stem the
shift to English that is virtually inevitable in the absence of a systematic and committed family language
policy. Five families of varied language background were interviewed regarding their motivations for and
challenges in raising their children bilingually. Four key themes emerged, comprising three goals and
one major challenge. The three goals were: to create a sense of belonging to a family, a community and
a culture; to create a competitive advantage for their children’s future; and to improve their children’s
school learning. The major challenge was the difficulty of the task despite their commitment to the
family language plan. Results from this pilot have informed the design of a larger study of regional family
language maintenance.
KEY WORDS
bilingualism, bilingual children, family language policy, regional multilingualism, linguistic identity, language
maintenance