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Language Teacher Education for Global Englishes: A Practical Resource Book [Mīkstie vāki]

Edited by (Middle East Technological University, Turkey), Edited by (The University of Texas at San Antonio, USA)
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Language Teacher Education for Global Englishes: A Practical Resource BookPalielināt
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Permanent link: https://www.kriso.lv/db/9780367536428.html
Keywords:
This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers knowledge basetheir specialized knowledge, skills, competencies, and commitmentsvis-ą-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.

Recenzijas

"This edited volume is a fitting tribute to the life and work of Farzad Sharifian. Professor Sharifian spent his life investigating the spread and development of Global Englishes and the ramifications of this linguistic and cultural diversity for the teaching of English. Building on his work, this book combines the theoretical underpinnings of Global Englishes with the pedagogical implications of Global Englishes for teaching methods and materials, language identity, language assessment, and curriculum development. This is a ground-breaking book in its mapping out of the relationship between the theory of Global Englishes and its practical implications for English teacher education and English learning around the globe. It provides a sound model for future work in this area." - Sandra Lee McKay, Professor Emerita, San Francisco State University, USA

"This is a delightful collection of ideas on how the intricacies and realities of Global Englishes can be translated in teacher education programs. It offers fresh theoretical perspectives on the topic as well as presenting practical and down-to-earth ideas that language teachers and language teacher educators can apply in their teaching. A must-read book for language students and educators." -Willy A. Renandya, Principal Lecturer, National Institute of Education, Nanyang Technological University, Singapore

List of figures
xvi
List of contributors
xvii
Foreword xxiv
Aya Matsuda
Acknowledgments xxix
In Memoriam of Professor Fatzad Sharifian xxx
Introduction: integrating Global Englishes in language teacher education practices 1(8)
Ali Fuad Selvi
Bedrettin Yazap
Part I The global spread of English and Global Englishes Language Teaching pedagogy
9(64)
1.1 The global spread of English and Global Englishes Language Teaching
11(9)
Nicola Galloway
Heath Rose
1.2 Enhancing Global Englishes awareness among pre-service language teachers through audio/video-based resources
20(7)
Ali Karakas
1.3 Listening as a gateway to criticality in/for Global Englishes
27(5)
Ana Roquet Fialho Perreira Campos
Mania Regina Pawlas Carazzai
1.4 Rethinking standards and goals in Global Englishes language teacher education
32(6)
Andrew Blair
1.5 A professional development program for Chinese EFL teachers: a Global Englishes Language Teaching framework
38(6)
Reza Farzi
Gloria Romero
Douglas Fleming
1.6 Developing teachers' Global Englishes awareness through active learning activities: insights from a Thai University context
44(6)
Eric A. Ambele
Yusop Boonsuk
1.7 Developing teachers' critical awareness through dialogic e-reflections
50(6)
Fiona Willans
1.8 "We were willing to try again and make it understandable for both parties": working across geographical borders to dispel language misconceptions
56(5)
Indu Vibha Meddegama
Yuan Qian
1.9 Engaging with Global Englishes through collaborative online international learning (COIL)
61(6)
Mihiri Jansz
Brooke R. Schreiber
1.10 Encouraging teacher educators to investigate teachers' attitudes towards Global Englishes: focusing on a research instrument
67(6)
Natsuno Funada
Part II Language teaching methods and instructional materials in Global Englishes
73(60)
2.1 Language teaching methods and instructional materials in Global Englishes
75(7)
Yasemin Bayyurt
Ali Fuad Selvi
2.2 Using Global Englishes materials in pre-service teacher education
82(6)
Deniz Salli-Copur
2.3 De-mystifying Global Englishes for pre-service English teachers
88(6)
Dilek Inal
2.4 Explicit, implicit, or both? Novel ways of ELF integration into Global Englishes Language Teaching
94(6)
Elif Kemaloglu-Er
2.5 Enhancing teachers' awareness of Global Englishes using the Oxford English Dictionary
100(8)
Hyejeong Ahn
Danica Salazar
Sophia Khan
2.6 Graduate teaching assistant education for Global English ecosystems
108(6)
Mackenzie Bristow
Mike Lehman
2.7 Navigating local cultures and languages: developing expertise in multilingual GE classrooms through trilingual vocabulary activities
114(6)
Michol Miller
Dustin Crowther
2.8 Fostering teachers' awareness of Global Englishes in primary teacher education in Italy
120(5)
Paola Vettorel
2.9 A plurilithic approach to English for Academic Purposes (EAP) writing instruction: insights from English as a Lingua Franca (ELF) Research
125(8)
Selahattin Yihnaz
Part III Transculturality and identity in Global Englishes
133(64)
3.1 Global Englishes and teaching culture
135(9)
Ryuko Kubota
3.2 What's in a name? A discussion of the linguistic implications for the student-teacher relationship in the EFL classroom
144(6)
Alex Baratta
3.3 Promoting culture and identity through local action plans for additive multilingualism
150(8)
April S. Salerno
Elena Andrei
3.4 Find someone who: reflecting on language, culture, and identity in English language use
158(6)
Gareth Humphreys
3.5 Whose culture(s) are we teaching in class?: good English language teachers in a globalized world
164(6)
Hao Wang
Mingfa Yao
3.6 Reflections on a language teacher identity module in a Global Englishes context: the case of an MA program in Argentina
170(5)
Lia D. Kamhi-Stein
Fahiana Sacchi
3.7 Diverging from the native speaker framework: a listening and speaking lesson with different varieties of English across cultures
175(13)
Ozge Guney
3.8 Navigating linguistic and cultural identities: (re)positioning oneself through critical awareness
188(9)
Roxanna M. Senyshyn
Part IV Language assessment in Global Englishes
197(40)
4.1 Language assessment in Global Englishes
199(8)
Guangwei Hu
4.2 Exposure: cutting your feet to fit the shoes
207(5)
Shen Chen
Helena Sit
4.3 Critical awareness: making shoes for your own feet
212(5)
Shen Chen
Helena Sit
4.4 Action plan: changing the door keepers
217(5)
Helena Sit
Shen Chen
4.5 Language assessment in Global Englishes: self-reflective analysis of assessment plans and practices
222(8)
Yunjung Nam
Eric Friginal
4.6 Writing assessment through a Global Englishes lens
230(7)
Eduardo H. Diniz de Figueiredo
Part V Curriculum development in Global Englishes
237(28)
5.1 Curriculum development in Global Englishes
239(9)
Roby Marlina
5.2 Phonology as a tool for Global Englishes language teacher education
248(8)
Hyeseung Jeong
5.3 Examining Global Englishes and the decolonization of English language teaching in a post-colonial context
256(9)
Sarina Chugani Molina
Part VI Conclusion
265(9)
6.1 Conclusion: a truly impactful volume
267(7)
James D'Angela
Index 274
Ali Fuad Selvi is Assistant Professor of TESOL and Applied Linguistics, and is the Chair of the Teaching English as a Foreign Language Program at METU Northern Cyprus Campus. His research interests include Global Englishes; issues related to (in)equity, professionalism, marginalization, and discrimination in TESOL; and second language teacher education.

Bedrettin Yazan is Associate Professor in the Department of Bicultural-Bilingual Studies at University of Texas, San Antonio. His research focuses on language teacher learning and identity; collaboration between ESL and content teachers; language policy and planning; and World Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry, and qualitative case study.