This two-volume handbook provides a comprehensive examination of policy, practice, research, and theory related to English language teaching (ELT) in international contexts. Nearly 70 chapters highlight the research foundation for the best practices, frameworks for policy decisions, and areas of consensus and controversy in the teaching and development of English as a second and/or additional language for kindergarten through to adult speakers of languages other than English. In doing so it problematizes traditional dichotomies and challenges the very terms that provide the traditional foundations of the field. A wide range of terms has been used to refer to the key players involved in the teaching and learning of the English language and to the enterprise of English language teaching as a whole. At various times and in different contexts, the following labels have been used in countries where English is the dominant language to describe programs, learners, or teachers of Enghsh: English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), and English language learners (ELL). In contexts where EngUsh is not the dominant language, the following terms have been used: English as a foreign language (EFL), English as an international language (EIL), and English as a lingua franca (ELF).
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.- ELT and Colonialism.- Ideology, Language
Varieties, and ELT.- Tensions Between English and Mother Tongue Teaching in
Post-Colonial Africa.- A Critical Discussion of the English-Vernacular Divide
in India.- ELT Policy Directions in Multilingual Japan.- English Language
Teaching in Korea.- The National Curriculum Changes and Their Effects on
English Language Teaching in the Peoples Republic of China.- ELT and
Bilingual Education in Argentina.- English, No Longer a Foreign Language in
Europe?.- Common Property: English as a Lingua Franca in Europe.- Teaching
English as a Third Language.- Protecting English in an Anglophone Age.- Adult
Immigrant ESL Programs in Canada.- Focus on Literacy.- Methods, Meanings and
Education Policy in the United States.- 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.- The Goals of
ELT.- Integrating School-Aged ESL Learners into the Mainstream Curriculum.-
Communicative Language Teaching.- Language Instruction Through Tasks.-
Knowledge Structures in Social Practices.- Accelerating Academic Achievement
of English Language Learners.- Predicting Second Language Academic Success in
English Using the Prism Model.- Four Keys for School Success for Elementary
English Learners.- Collaborating in ESL Education in Schools.- Organization
of English Teaching in International Schools.- English for Specific
Purposes.- An Interdisciplinary Approach to Teaching Adults English in the
Workplace.- Assessment and Evaluation in ELT: Shifting Paradigms and
Practices.-Introduction: Assessment and Evaluation in ELT: Shifting Paradigms
and Practices.- Standards-Based Approaches to the Evaluation of ESL
Instruction.- The Standards Movement and ELT for School-Aged Learners.-
High-Stakes Testing and Assessment.- New Directions in Testing English
Language Proficiency for University Entrance.- The Impact of Testing
Practices on Teaching.- Classroom-Based Assessment: Possibilities and
Pitfalls.- The Power of Language Tests, The Power of the English Language and
the Role of ELT.- Different Definitions of Language and Language Learning.-
The Learner and the Learning Environment: Creating New Communities.-
Introduction: The Learner and the Learning Environment: Creating New
Communities.- ESL Learners in the Early School Years.- The Adolescent English
Language Learner.- What about the Students? English Language Learners in
Postsecondary Settings.- Imagined Communities, Identity, and English Language
Learning.- Academic Achievement and Social Identity Among Bilingual Students
in the U.S..- Sociocultural Theory.- Mediating Academic Language Learning
Through Classroom Discourse.- Creating a Motivating Classroom Environment.-
Autonomy and Its Role in Learning.- Creating a Technology-Rich English
Language Learning Environment.- The Internet and English Language Learning.-
Constructs of Language in ELT: Breaking the Boundaries.- Introduction:
Constructs of Language in ELT: Breaking the Boundaries.- Psycholinguistic
Perspectives on Language and Its Acquisition.- Academic Language.- Teaching
Implications of L2 Phonology Research.- Current Perspectives on Vocabulary
Teaching and Learning.- Changing Approaches to the Conceptualization and
Teaching of Grammar.- Extending Our Understanding of Spoken Discourse.- New
Directions in Student Academic Writing.-From Literacy to Multiliteracies in
ELT.- Technology and Writing.- Multimodal Pedagogies, Representation and
Identity: Perspectives from Post-Apartheid South Africa.- Approaches to Genre
in ELT.- Researching and Developing Teacher Language Awareness.- Research and
Teacher Education in ELT: Meeting New Challenges.- Introduction: Research and
Teacher Education in ELT: Meeting New Challenges.- Qualitative Approaches to
Classroom Research with English Language Learners.- Action Research.-
Narrative Inquiry and ELT Research.- Conversation Analysis: Issues and
Problems.- Poststructuralism and Applied Linguistics.- What Shapes Teachers
Professional Development?.- Appropriating Uncertainty.- Teacher Education for
Linguistically Diverse Communities, Schools, and Classrooms.- Challenges and
Opportunities for the Teaching Profession.- Teachers Roles in the Global
Hypermedia Environment.- Preparing Teachers for Technology-Supported ELT.
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).
