This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from seven of the countries in the region. The major trends analyzed across the volume include the language skills of reading and writing and the prevalence of technology and technology-enhanced instruction. It highlights that innovative teaching, learning and assessment practices that are now in place in virtually all levels of English language teaching and learning from primary school to university to adult education sectors, and reflects on possible ways forward for innovation in the field of ELT. This book will provide valuable insight for scholars of applied linguistics and practitioners working in language policy,
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1 Innovation in Language Learning and Teaching: The Case of the MENA |
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1 | (18) |
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2 Refugees from MENA Learning Languages: Progress, Principles and Proposals |
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19 | (20) |
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3 Plugging the Gap: Supporting Primary School Teachers to Create Culturally Appropriate English Language Teaching (ELT) Materials |
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39 | (22) |
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4 Task-Based Learning and Teaching in Egypt |
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61 | (24) |
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5 Innovation in Writing Instruction: Towards Nurturing Confident, Motivated and Academically Honest L2 Writers |
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85 | (24) |
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6 Innovation in Reading in the United Arab Emirates |
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109 | (24) |
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7 Reading for Science: Anatomy as a Metaphor for a Holistic College-Wide Innovation |
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133 | (20) |
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8 Towards English for Academic Purposes Curriculum Reform: Linguistic, Educational or Political Considerations? |
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153 | (24) |
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9 The Evolution of a Research Paper Course |
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177 | (26) |
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10 Developing Communication Skills Through Participation in Course-Based Undergraduate Research Experiences |
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203 | (20) |
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11 Preparing for a Digital Future: CALL Teacher Education in Iran |
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223 | (18) |
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12 Online Language Teacher Education for a Challenging Innovation: Towards Critical Language Pedagogy for Iran |
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241 | (22) |
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13 Telecollaboration Among Qatari and US Undergraduates in a Multicultural Course: Opportunities and Obstacles |
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263 | (20) |
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| Index |
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Hayo Reinders is TESOL Professor and Director of the doctoral programme at Anaheim University, USA, and Professor of Applied linguistics at KMUTT, Thailand. He is founder of the global Institute for Teacher Leadership. Christine Coombe is Associate Professor at Dubai Men's College, UAE, and Past President of TESOL International Association (2011-2012). Andrew Littlejohn has around 20 years experience of working in the Middle East, including Bahrain, Qatar and Oman and is the author of numerous books and materials on English language teaching. Dara Tafazoli is a PhD candidate in Language and Culture at the University of Cordoba, Spain. His previous books include: Multiculturalism & Technology-Enhanced Language Learning (edited with M. Romero, 2017), and Cross-Cultural Perspectives on Technology-Enhanced Language Learning (edited with M. E. Gomez Parra & C. Huertas Abril, 2018).
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