This book explores the impact of the spread of English on language teaching and learning. It provides a framework for change in English language teaching to better reflect global realities and current research. The authors examine the pedagogical implications of the global spread of English, drawing on world Englishes, English as a lingua franca, and global Englishes research. The book proposes key innovations for teaching English as an international language, and outlines key areas for future classroom-based research. The book is essential reading for postgraduate researchers, teachers and teacher trainers in TESOL and second language education programmes.
Recenzijas
The authors of this book engage in an intellectually-stimulating attempt to tackle important questions surrounding the future of the TESOL profession from a global perspective. It is definitely an enlightening resource for anyone seeking novel pathways to navigate the complexities of teaching English in a changing world. * Ali Fuad Selvi, Middle East Technical University Northern Cyprus Campus, Turkey * This is a must-read book for anyone teaching English as an international language in todays globalised world. Each chapter showcases relevant empirical research to bridge theory and practice and several frameworks are offered to achieve change. Future research directions for research-practitioners are explored, which are invaluable to facilitate change. * Nicola Galloway, University of Edinburgh, UK * A highly teacher-friendly book for language teacher professionals who want to engage with contemporary issues in TESOL education and become active practitioner-researchers in their own classrooms. * Peter De Costa, Michigan State University, USA * [ This] is a highly useful resource for TESOL professionals to organize self-guided professional reflections and other development activities when integrating different varieties of English into TESOL. -- Xiaozhou (Emily) Zhou, Shanghai International Studies University, China and Xuesong (Andy) Gao, University of New South Wales, Australia * TESOL Quarterly, 2021 *
Papildus informācija
Calls for change in English language teaching practices in response to globalisation
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vii | |
| About the Authors |
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ix | |
| Preface |
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xi | |
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Part 1 Theoretical Foundations |
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1 Theorising the Teaching of English in Global Contexts |
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3 | (22) |
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2 Models for Teaching English as an International Language |
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25 | (20) |
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Part 2 Global Classrooms and Curricula |
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3 Language Norms in the Global TESOL Curriculum |
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45 | (17) |
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4 Material Evaluation and Development in Teaching English as an International Language |
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62 | (22) |
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5 Testing and Assessing a Global Language |
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84 | (15) |
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Part 3 Teachers and Learners of a Global Language |
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6 Learners' Attitudes and EIL-oriented Activities |
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99 | (15) |
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7 Teachers of a Global Language |
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114 | (19) |
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8 Global Language and Identity |
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133 | (24) |
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Part 4 Initiating Change in TESOL |
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9 Initiating Change: An Invitation to Teachers and Teacher Educators |
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157 | (15) |
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10 Initiating Change: An Invitation to Researcher-Practitioners |
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172 | (15) |
| References |
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187 | (23) |
| Index |
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210 | |
Heath Rose is an Associate Professor of Applied Linguistics in the Department of Education at the University of Oxford, UK. Before moving into academia, he worked as a language teacher in a range of contexts in Australia and Japan.
Mona Syrbe is an Assistant Professor of Bilingual Education at Rikkyo University, Japan. Before this, she was an adjunct lecturer at Trinity College Dublin, where she taught courses in applied linguistics, TESOL, and academic English.
Anuchaya Montakantiwong is an English Language lecturer at Mahidol University, Thailand. Her research focuses on global Englishes, teacher cognition, teacher identity and pedagogical practices.
Natsuno Funada is a doctoral graduate of applied linguistics from the University of Oxford, UK. Her research focuses on global Englishes and students attitudes. She has previously worked in English and Japanese language teaching.
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