«

This is a coherent, lively, ethnographically-informed critique of ESOL teachers being encouraged to broker official narratives of Britain at the expense of minority perspectives. Positive examples of students as partners in learning make this an authoritative and challenging contribution to the still sparse literature on nationalism, citizenship and language teaching.

»

Hugh Starkey, UCL Institute of Education, UK

«

This marvellous book provides an exceptionally powerful response to one of the biggest political, educational and linguistic issues of our day. It is extraordinarily coherent in the collective thinking that it articulates – thinking that is simultaneously radical and responsible, practical and creative, theoretically inspired while deeply grounded in everyday experience. A major beacon for years to come.

»

Ben Rampton, King's College London, UK

«

At last the study of education and citizenship has got the book it has been waiting for! In this exciting new collection a diversity of themes and perspectives are investigated to shed new light on old problems. This volume will be essential reading for anyone who wishes to keep up with some of the most exciting developments in the field.

»

Nick Stevenson, University of Nottingham, UK

«

[This] book will appeal to, and have something to say to, anyone who hankers after a more progressive politics, especially in relation to the notion of citizenship [...] one particular strength is how it informs writing on ESOL by incorporating ideas of the dis-citizen and socially embodied approaches [...] It would be of great use to practitioners, academics, and students. I personally will be asking my undergraduate students to read sections of the book. As a text, it is a valuable contribution that focuses on the agency of ESOL teachers and their students.

»

Andrew Ford, University Centre Blackburn College, UK, Prism, 2020

«

For ESOL teachers who feel they have been coerced into the uncomfortable position of indoctrinating migrants, promoting uncritical acceptance of what are nebulously described as ‘British values’, the upbeat and constructive nature of this book offers a far more palatable alternative. By exposing the duality of citizenship, and by conceptualising ESOL teachers as brokers rather than disseminators, Cooke, Peutrell and their contributors legitimise criticality and resistance as key citizenship skills. 

»

Steve Brown and Joel Petrie, Post-16 Educator, 100

«

An outstanding and thought-provoking collection of chapters that provides a sharp lens for exploring ESOL, citizenship and the often contesting ideologies that shape the curriculum and its enactment. Language, national identity, migrant integration and citizenship are probed in deeply meaningful ways, breathing life into the power of ESOL teaching to give hope and routes to often silenced communities. A must read for critical educators, ESOL practitioners, teachers across the curriculum, researchers and policymakers.

»

Vicky Duckworth, Edge Hill University, UK

«

A crucial testimony to how language classrooms can engage with diversity of voice in pursuit of re-formed citizenship. Vital reading for anyone seeking alternatives to the indignities of an ESOL that has become deeply securitized, nationalistic and productive not of citizens, but of a vulnerable ‘dis-citizenry’.

»

Christopher Stroud, University of the Western Cape, South Africa

«

What is citizenship; and can the concept be a critical resource for progressive ESOL teachers? This vivid and engaging book addresses these urgent questions, combining principles with practicality and politics. Rarely has the discussion of citizenship been more significant than now and rarely has a book been more necessary. For anyone interested in ESOL and for anyone interested in what it is to be a citizen, this collection is an important and inspiring read.

»

Kevin Orr, University of Huddersfield, UK

«

I believe that this book is an important and valuable addition to the study of language and citizenship
and would make a welcome addition to any library.

»

Mohammed Ateek, Birkbeck, University of London, UK, Language Problems and Language Planning, March 2021

«

The chapters are insightful and inspirational. The arguments that were put forward challenge institutionalised, top-down ideologies and practices and consider the implementation of new approaches. New approaches that can influence the lives of ESOL learners and their teachers as well.

»

Nsreen Saleh, Goldsmiths, University of London, UK, EAL Journal, Spring 2020

«

Here is a wealth of well-researched material which will be of interest not only to ESOL teachers but also to those involved in the educational and policy-making side of citizenship.

»

David Rixham, EFL Teacher, White Rose Language School, Spain, IATEFL Voices 278

«

[Here] we have one of the most informative and powerful volumes on ESOL to date. In addition, although not designed as a teaching handbook, the projects and pedagogical techniques showcased here will prove extremely useful for practitioners, as well as those involved in action research. I would recommend this volume as compulsory reading for all ESOL stakeholders—not only ESOL professionals, practitioners, and academics, but also politicians and policy-makers responsible for shaping the ‘policy landscape’ of migrant language education in Britain.

»

Freda Mishan, University of Limerick, Ireland, ELT Journal, 2021