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Table of Contents TABLE OF CONTENTS QUARTERLY Volume 33, Number 3 h Autumn 1999 A Journal for Teachers of English to Speakers of Other Languages Founded 1966 and of Standard English as a Second Dialect Editor CAROL A. CHAPELLE, Iowa State University Guest Editor ALASTAIR PENNYCOOK, University of Technology, Sydney Review Editor ALASTAIR PENNYCOOK, University of Technology, Sydney Assistant Editor ELLEN GARSHICK, TESOL Central Office Assistant to the Editor BARBARA S. PLAKANS, Iowa State University Editorial Advisory Board Ralph Adendorff, Ann Johns, University of Natal San Diego State University Caroline Clapham, Karen E. Johnson, Lancaster University Pennsylvania State University Susan Conrad, Keiko Koda, Iowa State University Carnegie Mellon University Kathryn A. Davis, Frederick O. Lorenz, University of Hawaii at Manoa Iowa State University Rod Ellis, Numa Markee, University of Auckland University of Illinois at Dana Ferris, Urbana-Champaign California State University, Sacramento Tim McNamara, Thomas N. Huckin, University of Melbourne University of Utah Teresa Pica, Joan Jamieson, University of Pennsylvania Northern Arizona University James W. Tollefson, University of Washington Additional Readers Elsa Auerbach, Phil Benson, Suresh Canagarajah, Keith Chick, Maria Coracini, Claire Kramsch, Colin Lankshear, Ray Misson, Brian Morgan, Bhaskaran Nayar, Bonny Norton, Kieran O’Loughlin, Jane Orton, Alice Pitt, Pippa Stein, Leo van Lier, Terrence Wiley, Vivian Zamel Credits Advertising arranged by Suzanne Levine, TESOL Central Office, Alexandria, Virginia U.S.A. Typesetting by Capitol Communication Systems, Inc., Crofton, Maryland U.S.A. Printing and binding by Pantagraph Printing, Bloomington, Illinois U.S.A. Copies of articles that appear in the TESOL Quarterly are available through ISI Document Solution, 3501 Market Street, Philadelphia, Pennsylvania 19104 U.S.A. Copyright © 1999 Teachers of English to Speakers of Other Languages, Inc. US ISSN 0039-8322 REVIEWS i VOLUMES MENU QUARTERLY Founded 1966 CONTENTS SPECIAL-TOPIC ISSUE: CRITICAL APPROACHES TO TESOL ARTICLES Introduction: Critical Approaches to TESOL 329 Alastair Pennycook Becoming Black: Rap and Hip-Hop, Race, Gender, Identity, and the Politics of ESL Learning 349 Awad El Karim M. Ibrahim Sexual Identities in ESL: Queer Theory and Classroom Inquiry 371 Cynthia Nelson Doing-English-Lessons in the Reproduction or Transformation of Social Worlds? 393 Angel M. Y. Lin Revisiting the Colonial in the Postcolonial: Critical Praxis for Nonnative- English-Speaking Teachers in a TESOL Program 413 Janina Brutt-Griffler and Keiko K. Samimy Critical Pedagogy in ELT: Images of Brazilian Teachers of English 433 Maria Inês Pagliarini Cox and Ana Antônia de Assis-Peterson Critical Classroom Discourse Analysis 453 B. Kumaravadivelu PRAXIS AND DEBATES Popular Research and Social Transformation: A Community-Based Approach to Critical Pedagogy 485 Klaudia M. Rivera Participatory Education as a Critical Framework for an Immigrant Women’s ESL Class 501 Dana Frye Between Discourse and Practice: Immigrant Rights, Curriculum Development, and ESL Teacher Education 513 Char Ullman Critical Literacy: Challenges and Questions for ESL Classrooms 528 Jennifer Hammond and Mary Macken-Horarik Debates in SLA Studies: Redefining Classroom SLA as an Institutional Phenomenon 544 Meg Gebhard Putting Critical Pedagogy in Its Place: A Personal Account 557 Bill Johnston ii TESOL QUARTERLY Volume 33, Number 3 h Autumn 1999 Possibilities for Feminism in ESL Education and Research 566 Ardiss Mackie Thinking Critically, Thinking Dialogically 573 Sarah Benesch Critical Discourse Analysis: Discourse Acquisition and Discourse Practices 581 Steve Price REVIEWS Accents, Ebonics, and Crossing: Thinking About Language, Race Relations, and Discrimination 597 English With an Accent: Language, Ideology and Discrimination in the United States Rosina Lippi-Green The Real Ebonics Debate: Power, Language, and the Education of African-American Children Theresa Perry and Lisa Delpit (Eds.) Crossing: Language and Ethnicity Among Adolescents Ben Rampton Reviewed by Tara Goldstein The ESL Classroom: Teaching, Critical Practice, and Community Development 605 Brian Morgan Reviewed by Bonny Norton Information for Contributors 609 Editorial Policy General Information for Authors TESOL Order Form TESOL Membership Application REVIEWS iii is an international professional organization for those concerned with the teaching of English as a second or foreign language and of standard English as a second dialect. TESOL’s mission is to develop the expertise of its members and others involved in teaching English to speakers of other languages to help them foster effective communication in diverse settings while respecting individuals’ language rights. To this end, TESOL articulates and advances standards for professional preparation and employment, continuing educa- tion, and student programs; links groups worldwide to enhance communication among language specialists; produces high-quality programs, services, and products; and promotes advocacy to further the profession. Information about membership and other TESOL services is available from TESOL Central Office at the address below. TESOL Quarterly is published in Spring, Summer, Autumn, and Winter. Contributions should be sent to the Editor or the appropriate Section Editors at the addresses listed in the Information for Contributors section. Publishers’ representative is Helen Kornblum, Director of Communications & Marketing. All material in TESOL Quarterly is copyrighted. Copying without the permission of TESOL, beyond the exemptions specified by law, is an infringement involving liability for damages. Reader Response You can respond to the ideas expressed in TESOL Quarterly by writing directly to editors and staff at [email protected]. This will be a read-only service, but your opinions and ideas will be read regularly. TESOL Home Page You can find out more about TESOL services and publications by accessing the TESOL home page on the World Wide Web at http://www.tesol.edu/. Advertising in all TESOL publications is arranged by Suzanne Levine, TESOL Central Office, Suite 300, 1600 Cameron Street, Alexandria, Virginia 22314-2751 USA, Tel. 703-836-0774. Fax 703-836-7864. E-mail [email protected]. OFFICERS AND BOARD OF DIRECTORS 1999–2000 President Sandra Briggs Jim Rogers DAVID NUNAN Burlingame High School Utah State University University of Hong Kong Burlingame, CA USA Logan, UT USA Hong Kong Mary Ann Christison Mary Romney Snow College Quinebaug Valley Community- President-elect Ephraim, UT USA Technical College BARBARA SCHWARTE Willimantic, CT USA Iowa State University Virginia Christopher Ames, IA USA Vancouver YMCA Amy Schlessman English Language Institute Evaluation, Instruction, Design Past President Vancouver, BC Canada Tucson, AZ USA KATHLEEN BAILEY Donna T. Fujimoto Northern Arizona University Monterey Institute of International University Flagstaff, AZ USA International Studies of Japan Consuelo Stebbins Monterey, CA USA Niigata, Japan University of Central Florida Elizabeth Hanson-Smith Orlando, FL USA Secretary Computers for Education Nancy K. Storer CHARLES S. Sacramento, CA USA Baker University AMOROSINO, JR. Baldwin City, KS USA Alexandria, VA USA Martha Grace Low University of Oregon Gail Weinstein Treasurer Eugene, OR USA San Francisco State University MARTHA EDMONDSON Adelaide Parsons San Francisco, CA USA Washington, DC USA Southeast Missouri State University Cape Girardeau, MO USA iv TESOL QUARTERLY QUARTERLY Founded 1966 Editor’s Note ■ In this issue, guest editor Alastair Pennycook presents a broad sample of work on critical approaches to TESOL. The variety of papers attests to the profession’s growing interest in the application of critical theory in ESOL teaching and research. At the same time, they begin to respond to readers’ requests for more thorough treatment of the application of critical theory in TESOL. I am grateful to Alastair for his diligence in selecting papers that provide glimpses into ESOL teaching practices around the world while illustrating many dimensions of critical approaches. On behalf of the TESOL Quarterly’s readership, I thank Alastair for the time and energy he devoted to this job as well as for the excellent introduction to the issues he provides in his article. Carol A. Chapelle In This Issue ■ It was with both excitement and trepidation that I took on the task of editing this special-topic issue on critical approaches to TESOL. Deciding to cast my net as widely as possible with this general title, I was not sure what I would receive. In the end, over 60 proposals from all over the world revealed what I had hoped: There was indeed a great deal of interesting and different work going on. It was, first, a difficult task to decide which pieces to send for review and which to turn down. It was then an immense task to deal with the many different articles and the reviews of the articles, and to work out their placement. In the end, however, I believe the diversity and passion repre- sented here justifies the many hours. I struggled for a long time over how to categorize the contributions, as I have been wary of perpetuating some of the divides such categorization can perpetuate. I placed longer articles in the first section and shorter pieces that describe critical practice or debate various issues in critical work in a INTESOL THIS QUARTERLY ISSUE Vol. 33, No. 3, Autumn 1999 325 second section. Two book reviews also deal with the topic of critical approaches to TESOL. Readers
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