This edited book provides professionals in the field of English Language Teaching (ELT) with a situated and culturally-responsive account of diversity and inclusion in English language education, from primary to higher education and in a wide range of settings. The volume focuses on three overlapping areas: interculturality, special education needs, and gender. The chapters in each section seek to help readers reflect on the opportunities and challenges of diversity as a step towards inclusive practices, and raise awareness of critical topics across the curriculum and beyond by engaging in wider social issues. This book will be of interest to language teachers and teacher trainers, as well as scholars working in applied linguistics, higher education, intercultural studies, and related fields.
| Introduction: Diversity in ELT |
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1 | (20) |
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Beyond Intercultural Awareness in ELT |
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21 | (16) |
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Promoting Understanding of Diversity by Taking a Critical Intercultural Stance |
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37 | (18) |
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Fostering Intercultural Learning Experiences in the ESL/EFL Classroom |
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55 | (18) |
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"Let's Play `Sok Says', Not `Simon Says'": Evaluating the International and Intercultural Orientation of ELT Materials for Cambodian Secondary Schools |
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73 | (18) |
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Task Typologies for Engaging with Cultural Diversity: The Queer Case of LGBTIQ* Issues in English Language Teaching |
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91 | (22) |
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Deheteronormalising the EFL Classroom: Teachers' Beliefs, Doubts, and Insecurities in Exploring Sexual Identities in Cyprus |
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113 | (18) |
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Exploring the Role of Teacher Talk in the Gender Identity Construction of Filipino Children |
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131 | (22) |
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Gender Barriers and Conflict in ELT in Japanese Universities |
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153 | (20) |
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Supporting in-Service Teachers for Embracing Comprehensive Sexuality Education in the ELT Classroom |
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173 | (18) |
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Preparing Pre-service Teachers for the Singular They: Inclusive EFL Teacher Education |
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191 | (20) |
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The 5-Dimensional Model: A Finnish Approach to Differentiation |
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211 | (18) |
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Uncovering Diverse Perspectives and Responses to Working with English Learners with Special Educational Needs |
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229 | (18) |
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Dyslexia and Its Role in the Teaching Reform in China |
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247 | (18) |
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A Challenge, a Must, an Adventure: English as a Foreign Language for Deaf and Hard of Hearing Students |
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265 | (18) |
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English Language Teacher Educators' Knowledge and Classroom Practices of ADHD |
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283 | (18) |
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Diversity in ELT: Present and Future |
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301 | (16) |
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| Index |
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317 | |
Darķo Luis Banegas is a Lecturer in TESOL in the University of Strathclyde and an Associate Fellow with the University of Warwick, UK. His main teaching and research interests are CLIL, action research, and initial English language teacher education.
Griselda Beacon is a Lecturer in Literature at Universidad de Buenos Aires and at several teacher training colleges in Buenos Aires, Argentina. A NILE (Norwich Institute for Language Education) trainer in the UK, she has an MA in Literature from Philipps-Universität Marburg, Germany. Her interests include literature and intercultural education.
Mercedes Pérez Berbain is a former Lecturer in Teaching Practice at Joaquin V. Gonzalez College of Education, Argentina. She holds an MA in Education from Oxford Brookes University, UK and is involved in CPD (ESSARP, OUP, Pilgrims). Her main interests include teaching young learners and teacher development.
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