Peter Sayer – författare

Inspired by the Consumer Credit Act 2006, this detailed work offers practical guidance on the legislation. The scope and impact of the regulation is undergoing fundamental change; for example, financial limits on regulation are being partially removed, the OFT are given the power to fine licensees, an Ombudsman scheme is being introduced and agreements can be reopened where the relationship arising is held to be unfair. This book addresses topics of practical concern and examines the areas most relevant to practitioners drafting, securitising or seeking to defend claims under credit or hire agreements. In particular, the book focuses on the outstanding problems and issues arising from the application of the Consumer Credit Act.In-depth commentary is provided by an expert author team who have appeared in many recent cases where enforceability of rights under credit and hire agreements has been in issue.

The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca,  it documents how ordinary practices of language educators are shaped by their social context, and examines the roles, identities, and ideologies that teachers create in order to navigate and negotiate their specific context. It is unique in bringing together several current theoretical and methodological developments in TESOL and applied linguistics: the performance of language ideologies and identities, critical TESOL pedagogy and research, and ethnographic methods in research on language learning and teaching.   Balancing and blending descriptive reporting of the teachers and their contexts with a theoretical discussion which connects their local concerns and practices to broader issues in TESOL in international contexts, it allows readers to appreciate the subtle complexities that give rise to the “tensions and ambiguities” in EFL teachers’ professional lives.

The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca,  it documents how ordinary practices of language educators are shaped by their social context, and examines the roles, identities, and ideologies that teachers create in order to navigate and negotiate their specific context. It is unique in bringing together several current theoretical and methodological developments in TESOL and applied linguistics: the performance of language ideologies and identities, critical TESOL pedagogy and research, and ethnographic methods in research on language learning and teaching.   Balancing and blending descriptive reporting of the teachers and their contexts with a theoretical discussion which connects their local concerns and practices to broader issues in TESOL in international contexts, it allows readers to appreciate the subtle complexities that give rise to the “tensions and ambiguities” in EFL teachers’ professional lives.

The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca,  it documents how ordinary practices of language educators are shaped by their social context, and examines the roles, identities, and ideologies that teachers create in order to navigate and negotiate their specific context. It is unique in bringing together several current theoretical and methodological developments in TESOL and applied linguistics: the performance of language ideologies and identities, critical TESOL pedagogy and research, and ethnographic methods in research on language learning and teaching.   Balancing and blending descriptive reporting of the teachers and their contexts with a theoretical discussion which connects their local concerns and practices to broader issues in TESOL in international contexts, it allows readers to appreciate the subtle complexities that give rise to the “tensions and ambiguities” in EFL teachers’ professional lives.

The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca,  it documents how ordinary practices of language educators are shaped by their social context, and examines the roles, identities, and ideologies that teachers create in order to navigate and negotiate their specific context. It is unique in bringing together several current theoretical and methodological developments in TESOL and applied linguistics: the performance of language ideologies and identities, critical TESOL pedagogy and research, and ethnographic methods in research on language learning and teaching.   Balancing and blending descriptive reporting of the teachers and their contexts with a theoretical discussion which connects their local concerns and practices to broader issues in TESOL in international contexts, it allows readers to appreciate the subtle complexities that give rise to the “tensions and ambiguities” in EFL teachers’ professional lives.

To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens. The chapters offer complex global perspectives – with contributions from five continents – to open critical conversations on how to conceptualize and implement translanguaging in teacher education and classrooms of various contexts. The researchers exhibit a shared commitment to transforming TESOL profession that values teachers’ and learners’ full linguistic repertoires. This volume should prove a valuable resource for students, teachers, and researchers interested in English teaching and learning, applied linguistics, second language acquisition, and social justice.

To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens. The chapters offer complex global perspectives – with contributions from five continents – to open critical conversations on how to conceptualize and implement translanguaging in teacher education and classrooms of various contexts. The researchers exhibit a shared commitment to transforming TESOL profession that values teachers’ and learners’ full linguistic repertoires. This volume should prove a valuable resource for students, teachers, and researchers interested in English teaching and learning, applied linguistics, second language acquisition, and social justice.