E-grāmata: International Handbook of English Language Teaching

List of Authors		xiii
Preface		xxi
Acknowledgments		xxvii
PART I
SECTION 1. The Global Scope and Politics of ELT: Critiquing Current Policies and Programs
Introduction: The Global Scope and Politics of ELT: Critiquing Current Policies and Programs		3	(10)
Jim Cummins
Chris Davison
ELT and Colonialism		13	(12)
Alastair Pennycook
Ideology, Language Varieties, and ELT		25	(12)
James W. Tollefson
Tensions Between English and Mother Tongue Teaching in Post-Colonial Africa		37	(14)
Margaret Akinyi Obondo
A Critical Discussion of the English-Vernacular Divide in India		51	(12)
Vaidehi Ramanathan
ELT Policy Directions in Multilingual Japan		63	(12)
Yasuko Kanno
English Language Teaching in Korea: Toward Globalization or Glocalization?		75	(12)
Hyunjung Shin
The National Curriculum Changes and Their Effects on English Language Teaching in the People's Republic of China		87	(20)
Qiang Wang
ELT and Bilingual Education in Argentina		107	(16)
Agustina Tocalli-Beller
English, No Longer a Foreign Language in Europe?		123	(14)
Robert Phillipson
Common Property: English as a Lingua Franca in Europe		137	(18)
Barbara Seidlhofer
Teaching English as a Third Language		155	(14)
Ulrike Jessner
Jasone Cenoz
Protecting English in an Anglophone Age		169	(16)
Joseph Lo Bianco
Adult Immigrant ESL Programs in Canada: Emerging Trends in the Contexts of History, Economics, and Identity		185	(14)
Douglas Fleming
Focus on Literacy: ELT and Educational Attainment in England		199	(12)
Jill Bourne
Methods, Meanings and Education Policy in the United States		211	(26)
Lois M. Meyer
SECTION 2. The Goals and Focus of the ELT Program: Problematizing Content and Pedagogy
Introduction: The Goals and Focus of the ELT Program: Problematizing Content and Pedagogy		231	(6)
Chris Davison
Jim Cummins
The Goals of ELT: Reproducing Native-Speakers or Promoting Multicompetence Among Second Language Users?		237	(12)
Vivian Cook
Integrating School-Aged ESL Learners into the Mainstream Curriculum		249	(22)
Constant Leung
Communicative Language Teaching: Current Status and Future Prospects		271	(18)
Nina Spada
Language Instruction Through Tasks		289	(14)
Peter Skehan
Knowledge Structures in Social Practices		303	(14)
Bernard A. Mohan
Accelerating Academic Achievement of English Language Learners: A Synthesis of Five Evaluations of the CALLA Model		317	(16)
Anna Uhl Chamot
Predicting Second Language Academic Success in English Using the Prism Model		333	(16)
Virginia P. Collier
Wayne P. Thomas
Four Keys for School Success for Elementary English Learners		349	(16)
Yvonne Freeman
David Freeman
Collaborating in ESL Education in Schools		365	(14)
Sophie Arkoudis
Organization of English Teaching in International Schools		379	(12)
Maurice W. Carder
English for Specific Purposes: Some Influences and Impacts		391	(12)
Ken Hyland
An Interdisciplinary Approach to Teaching Adults English in the Workplace		403	(18)
Jane Lockwood
SECTION 3. Assessment and Evaluation in ELT: Shifting Paradigms and Practices
Introduction: Assessment and Evaluation in ELT: Shifting Paradigms and Practices		415	(6)
Chris Davison
Jim Cummins
Standards-Based Approaches to the Evaluation of ESL Instruction		421	(18)
David Nunan
The Standards Movement and ELT for School-Aged Learners: Cross-National Perspectives		439	(18)
Penny McKay
High-Stakes Testing and Assessment: English Language Teacher Benchmarking		457	(16)
David Coniam
Peter Falvey
New Directions in Testing English Language Proficiency for University Entrance		473	(14)
Alister Cumming
The Impact of Testing Practices on Teaching: Ideologies and Alternatives		487	(18)
Liz Hamp-Lyons
Classroom-Based Assessment: Possibilities and Pitfalls		505	(16)
Pauline Rea-Dickins
The Power of Language Tests, the Power of the English Language and the Role of ELT		521	(12)
Elana Shohamy
Different Definitions of Language and Language Learning: Implications for Assessment		533	(16)
Chris Davison
Author Index		549	(26)
Subject Index		575	(564)
List of Authors		xiii
Preface		xxi
Acknowledgments		xxvii
PART II
SECTION 1. The Learner and the Learning Environment: Creating New Communities
Introduction: The Learner and the Learning Environment: Creating New Communities		615	(10)
Jim Cummins
Chris Davison
ESL Learners in the Early School Years: Identity and Mediated Classroom Practices		625	(14)
Kelleen Toohey
Elaine Day
Patrick Manyak
The Adolescent English Language Learner: Identities Lost and Found		639	(16)
Linda Harklau
What About the Students? English Language Learners in Postsecondary Settings		655	(14)
Sarah Benesch
Imagined Communities, Identity, and English Language Learning		669	(12)
Aneta Pavlenko
Bonny Norton
Academic Achievement and Social Identity Among Bilingual Students in the U.S.		681	(12)
Shelley Wong
Rachel Grant
Sociocultural Theory: A Unified Approach to L2 Learning and Teaching		693	(8)
James P. Lantolf
Mediating Academic Language Learning Through Classroom Discourse		701	(18)
Pauline Gibbons
Creating a Motivating Classroom Environment		719	(14)
Zoltan Dornyei
Autonomy and Its Role in Learning		733	(14)
Philip Benson
Creating a Technology-Rich English Language Learning Environment		747	(16)
Denise E. Murray
The Internet and English Language Learning: Opening Up Spaces for Constructivist and Transformative Pedagogy Through Sister-Class Networks		763	(20)
Vasilia Kourtis-Kazoullis
Eleni Skourtou
SECTION 2. Constructs of Language in ELT: Breaking the Boundaries
Introduction: Constructs of Language in ELT: Breaking the Boundaries		777	(6)
Chris Davison
Jim Cummins
Psycholinguistic Perspectives on Language and Its Acquisition		783	(14)
Jan H. Hulstijn
Academic Language: What Is It and How Do We Acquire It?		797	(14)
Jim Cummins
Evelyn Man Yee-Fun
Teaching Implications of L2 Phonology Research		811	(16)
John Archibald
Current Perspectives on Vocabulary Teaching and Learning		827	(16)
Norbert Schmitt
Changing Approaches to the Conceptualization and Teaching of Grammar		843	(16)
Beverly Derewianka
Extending Our Understanding of Spoken Discourse		859	(16)
Michael McCarthy
Diana Slade
New Directions in Student Academic Writing		875	(16)
Sue Starfield
From Literacy to Multiliteracies in ELT		891	(16)
Heather Lotherington
Technology and Writing		907	(12)
Mark Warschauer
Multimodal Pedagogies, Representation and Identity: Perspectives from Post-Apartheid South Africa		919	(12)
Pippa Stein
Denise Newfield
Approaches to Genre in ELT		931	(14)
Brian Paltridge
Researching and Developing Teacher Language Awareness: Developments and Future Directions		945	(28)
Stephen Andrews
SECTION 3. Research and Teacher Education in ELT: Meeting New Challenges
Introduction: Research and Teacher Education in ELT: Meeting New Challenges		963	(10)
Jim Cummins
Chris Davison
Qualitative Approaches to Classroom Research with English Language Learners		973	(14)
Patricia A. Duff
Action Research: Contributions and Future Directions in ELT		987	(16)
Anne Burns
Narrative Inquiry and ELT Research		1003	(14)
JoAnn Phillion
Ming Fang He
Conversation Analysis: Issues and Problems		1017	(16)
Numa Markee
Poststructuralism and Applied Linguistics: Complementary Approaches to Identity and Culture in ELT		1033	(20)
Brian Morgan
What Shapes Teachers' Professional Development?		1053	(14)
Amy B.M. Tsui
Appropriating Uncertainty: ELT Professional Development in the New Century		1067	(18)
Michael P. Breen
Teacher Education for Linguistically Diverse Communities, Schools, and Classrooms		1085	(16)
Tara Goldstein
Challenges and Opportunities for the Teaching Profession: English as an Additional Language in the UK		1101	(12)
Charlotte Franson
Teachers' Roles in the Global Hypermedia Environment		1113	(12)
Chris Corbel
Preparing Teachers for Technology-Supported ELT		1125	(14)
Michael K. Legutke
Andreas Muller-Hartmann
Marita Schocker V. Ditfurth
Author Index		1139	(26)
Subject Index		1165

Jim Cummins is Professor in the Modern Language Centre, Department of Curriculum, Teaching and Learning in the Ontario Institute for Studies in Education of the University of Toronto. In May 1997, he was awarded an honorary Doctorate in Humane Letters from the Bank Street College of Education in New York. His research has focused on multiculturalism and minority language education, bilingual education, psycholinguistics, critical pedagogy, language and the school curriculum, learning disabilities, computer networking in education. He has served as a consultant on language planning in education to numerous international agencies. His latest publications include: Language, power, and pedagogy: Bilingual children in the crossfire (Multilingual Matters, 2000), Negotiating identities: Education for empowerment in a diverse society (California Association for Bilingual Education, 2001). He is co-editor with Sandra Schechter of Multilingual education in practice: Using diversity as a resource ( Heinemann , 2003).



Chris Davison is currently Associate Professor in English Language Education in the Faculty of Education at the University of Hong Kong. She has had many years' experience as an ESOL teacher, teacher educator and consultant in primary, post-primary and adult settings in the AsianPacific and Middle Eastern region. She is a former President of the Australian Council of TESOL Associations and current Chair of the Research Interest Section of the international TESOL organization. She has researched and published extensively on the interface between English as a mother tongue and ESOL development, the theory and practice of "mainstreaming", collaborative approaches to integrating language and content in schools and school-based English language assessment. Her most recent publications include English as a second language in the mainstream: Teaching, learning and identity (Longman Pearson, 2001, with Prof Bernard Mohan and Constant Leung), Innovation andInformation Technology in Language Education (Hong Kong University Press, 2004) and a book on English language teaching internationally (Multilingual Matters, forthcoming, with Constant Leung).