Tesol
Tesol as a Professional Community: A Half- Century of Pedagogy, Research, and Theory.
To simplify the narrative, I follow Kramsch (2014), who identifies the shift from modernity to postmodernity as framing the changes in pedagogical practices and orientations in her state of the art on foreign language teaching. I will adopt this paradigm to situate the disciplinary knowledge and practices of TESOL. After introducing the philosophical shift, I will sample certain major pedagogical and theoretical domains in TESOL to delineate their own complex trajectories. I will discuss the following domains which emerge as recurrent themes featured in TQ and with significant in shaping the profession: SLA, target language, teaching methods, literacy instruction, and teacher development.