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This book introduces a new topic to applied linguistics: the significance of the TESOL teacher's background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has English proficiency, then her or his other languages are irrelevant. The book questions this view. 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 proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more. 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 shows 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, identity, language awareness and language learning awareness. Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates 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 some 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.

English teachers --- English language --- Test of English as a Foreign Language --- TOEFL (Test of English as a Foreign Language) --- Language teachers --- Germanic languages --- Training of --- Methodology. --- Study and teaching --- English speaking countries --- Evaluation. --- Examinations --- Literature teachers --- ESL. --- Language Biography. --- Plurilingual. --- Teacher Cognition.

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The autopsy of Samuel Johnson (1709-84) initiated two centuries of Johnsonian anatomy-both in medical speculation about his famously unruly body and in literary devotion to his anecdotal remains. Even today, Johnson is an enduring symbol of individuality, authority, masculinity, and Englishness, ultimately lending a style and a name-the Age of Johnson-to the eighteenth-century English literary canon. Loving Dr. Johnson uses the enormous popularity of Johnson to understand a singular case of author love and to reflect upon what the love of authors has to do with the love of literature. Helen Deutsch's work is driven by several impulses, among them her affection for both Johnson's work and Boswell's biography of him, and her own distance from the largely male tradition of Johnsonian criticism-a tradition to which she remains indebted and to which Loving Dr. Johnson is ultimately an homage. Limning sharply Johnson's capacious oeuvre, Deutsch's study is also the first of its kind to examine the practices and rituals of Johnsonian societies around the world, wherein Johnson's literary work is now dwarfed by the figure of the writer himself. An absorbing look at one iconic author and his afterlives, Loving Dr. Johnson will be of enormous value to students of English literature and literary scholars keenly interested in canon formation.

Authors, English --- Johnson, Samuel, --- Influence. --- Authors, English - 18th century. --- Authors, English --18th century --Biography. --- Johnson, Samuel. --- Johnson, Samuel - Influence. --- Johnson, Samuel, --1709-1784 --Influence. --- Johnson, Samuel, --1709-1784. --- English --- English Literature --- Languages & Literatures --- Johnson, Samuel --- Influence --- Authors [English ] --- 18th century --- Biography --- Jonsan, Śāmuʼél, --- Author of the Rambler, --- Rambler, Author of the, --- Gʹonson, Samyuʼel, --- صمويل جونسون --- samuel johnson, boswell, literature, england, individuality, authority, masculinity, englishness, nationalism, identity, 18th century, canon, classic, fame, authors, cat, science, anatomy, autopsy, tics, tourettes, disability, control, body, criticism, literary critic, nonfiction, scars, chronic illness, language, biography, british, britain.