Teaching English In A European And Global Perspective
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Teaching English in a European and Global Perspective by Marko Modiano Pdf
This book provides the reader with a basis upon which to develop teaching and learning methodologies for the multicultural classroom. It is a valuable tool for language teachers who want to implement educational practices that best serve the needs of learners eager to acquire proficiency in languages of wider communication such as English. Focusing on cross-cultural communicative competency, and with chapters on the historical spread of English, the pros and cons of utilizing American and British norms, and new alternative methods and practices, this book provides English instructors with the foundation they will need to meet the challenges of teaching a lingua franca in the age of globalization. Novel conceptualizations of language are presented which bring pluralism and multiculturalism center stage. The volume serves to show how teachers and teacher trainees can best assist learners in their pursuit of oral communication skills in the world’s most utilitarian language.
Language Learning in the Multicultural Classroom by Marko Modiano Pdf
This book provides educators and teacher trainees with a basis upon which to develop teaching and learning methodologies that accommodate the multicultural classroom. A number of new perspectives are scrutinised, among them English as an International Language, Mid-Atlantic English, and Euro-English. The book begins with a survey of the English language. Here, standard language ideologies and traditional teaching and learning practices, it is argued, are found to be obsolete because of the advent of Europeanisation and globalisation. Alternative language ideologies which reveal how conventional foreign-language teaching methodologies impede rather than promote the acquisition of intercultural competence are then investigated. Novel conceptualisations of language are presented which bring pluralism and multiculturalism centre-stage.
Teaching English from a Global Perspective by Anne Burns Pdf
"To be an English teacher today is to play an inevitable part in the globalizing of English. This volume canvasses important questions for English language teachers that are posed by the phenomenon of a global English."--BOOK JACKET.
Global Perspectives on Effective Assessment in English Language Teaching by Fernández Álvarez, Miguel,Montes, Amanda Lira Gordenstein Pdf
English language programs depend on the effective assessment of the measure of student proficiency for purposes of placement, advancement, and completion. A variety of approaches may be adopted depending on the program, its objectives, and the students it serves. Teachers and administrators in many contexts may also be required to meet institutional accountability expectations, often externally imposed and related to accreditation standards. The need for appropriate and accurate assessment of student learning, whether internally sought or externally required, provides the opportunity for teachers and administrators to consider current practices, implement reforms, and because of ongoing assessment findings, improve student learning through curricular change, teacher training, and modification of classroom practice. Global Perspectives on Effective Assessment in English Language Teaching explores approaches, models, principles, and techniques related to effective assessment at the classroom and program levels. Covering topics such as language program evaluation, curriculum alignment, and alternative assessment methods, this book is ideal for classroom teachers, administrators, researchers, and students.
Global Perspectives on Project-Based Language Learning, Teaching, and Assessment by Gulbahar Beckett,Tammy Slater Pdf
This volume provides a comprehensive account of project-based language learning (PBLL) which showcases key theoretical approaches, empirical research, technological tools, and research-based frameworks to help further PBLL implementation and research. Taking its cue from the conclusions drawn from project-based learning more broadly, which point to the impact of project-based work on learning and development, discourse socialization, subject engagement, and collaborative skills, the book highlights how these discussions might be extended and enhanced within the context of language learning. The volume begins with discussions of philosophical and theoretical models of PBLL and is followed by case studies from contributors from a range of learning contexts and geographic regions which demonstrate these models in practice, with a focus on the implementation of technology in such instances. The book also introduces resources for aligning projects with government standards in the classroom but also frameworks for researching and assessing PBLL. This comprehensive collection is essential reading for students and researchers in language learning and teaching, language education, curriculum design, and applied linguistics.
Glocalising Teaching English as an International Language by Marcus Callies,Stefanie Hehner,Philipp Meer,Michael Westphal Pdf
The worldwide spread, diversification, and globalization of the English language in the course of the twentieth and early twenty-first centuries has significant implications for English Language Teaching and teacher education. We are currently witnessing a paradigm shift towards Teaching English as an International Language (TEIL) that aims to promote multilingualism and awareness of the diversity of Englishes, increase exposure to this diversity, embrace multiculturalism, and foster cross-cultural awareness. Numerous initiatives that embrace TEIL can be observed around the world, but ELT and teacher education in Germany (and other European countries) appear to be largely unaffected by this development, with standard British and American English and the monolingual native speaker (including the corresponding cultural norms) still being very much at the center of attention. The present volume addresses this gap and is the first of its kind to showcase recent initiatives that aim at introducing TEIL into ELT and teacher education in Germany, but which have applicability and impact for other countries with comparable education systems and ‘traditional’ ELT practices in the Expanding Circle. The chapters in this book provide a balanced mix of conceptual, empirical, and practical studies and offer the perspectives of the many stakeholders involved in various settings of English language education whose voices have not often been heard, i.e., students, university lecturers, trainee teachers, teacher educators, and in-service teachers. It therefore adds significantly to the limited amount of previous work on TEIL in Germany and bridges the gap between theory and practice that will not only be relevant for researchers, educators, and practitioners in English language education in Germany but other educational settings that are still unaffected by the shift towards TEIL.
Preparing Teachers to Teach English as an International Language by Aya Matsuda Pdf
This book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher education programs, courses, units in a course, and activities from diverse geographical and institutional contexts, which together demonstrate a variety of possible approaches to preparing teachers to teach EIL. The book helps create a space for the exploration of EIL teacher education that cuts across English as a Lingua Franca, World Englishes and other relevant scholarly communities.
Virtual Sites as Learning Spaces by Sangeeta Bagga-Gupta,Giulia Messina Dahlberg,Ylva Lindberg Pdf
This volume fills a gap in the literature between the domains of Communication Studies and Educational Sciences across physical-virtual spaces as they intersect in the 21st century. The chapters focus on “languaging” - communicative practices in the making - and its intersection with analogue and virtual learning spaces, bringing together studies that highlight the constant movement between analogue-virtual dimensions that continuously re-shape participants' identity positionings. Languaging is understood as the deployment of one or more than one language variety, modality, embodiment, etc in human meaning-making across spaces. Languaging activities are explored through a multitude of literary artefacts, genres, media, and modes produced in and across sites. The authors go beyond “best practice” approaches and instead present “how-to-explore” communicative practices for researchers, learners and teachers. This book will be of interest to readers situated in the areas of literacy, literature, bi/multilingualism, multimodality, linguistic anthropology, applied linguistics, and related fields. Chapters 2, 5, 8 and 12 are open access under a CC BY 4.0 license at link.springer.com.
"Original peer-reviewed contributions from recognized and established scholars and practitioners offer a variety of perspectives on teaching English as a second or foreign language and an expanded focus on teaching in international contexts. The authors challenge several current practices from multiple viewpoints and offer innovations that are thoughtful and engaging. Definitely, we must build on our past and present knowledge of what works to refine and improve existing language teaching practices and, it is hoped, develop other practices that will be even better and more encompassing. Thus, Chapter 1 reports the launch of a newly designed problem-based learning program in which metacognitive strategy instruction is integrated into an English listening curriculum. It combines the Problem-Based Learning approach from education and the Metacognitive approach from second-language listening research. The author does a good job at the end to try to disentangle the effects of the two treatments. This is an exciting time to be teaching English as a second or foreign language. In many countries, children are starting to learn English at an ever-younger age. Chapter 2 provides a meta-analysis of the situation currently observed in many English as a foreign language classes given to Polish and Slovak preschool learners, among others. It covers not only an analysis of a number of currently observed approaches, but also presents research-based propositions. Also, it suggests a handful of problem-grounded outcomes. We cannot be satisfied with the in-progress state of affairs but must seek out new ways to provide learners with the most effective and efficient language learning experiences possible, taking into account the learners' goals, interests, and learning contexts. Chapter 3 concerns the attitudes of Polish English-language majors to their target language cultural learning. Though Chapter 3 leaves us with many questions unanswered, it sheds the light on the teaching of cultural elements, particularly in a European context. Finally, Chapter 4 offers a unique perspective on language instruction, particularly for audiences unfamiliar with Buddhist philosophy. Basically, it describes a teaching approach based on Buddhist philosophy, which would probably be very effective for someone familiar and/or interested in that particular school of thought. Alternatively, it would open readers' mind to a completely different approach to language instruction, which may or may not work outside of its current context, but at least it has a very clear philosophical foundation and very clear set of procedures that are worth examining further. The intended audience are all those who are interested in teaching English as second or foreign language, including researchers, methodologists, curriculum and materials designers, teachers, and undergraduate and graduate students"--
Designed for ESL and ELT pedagogy courses around the world, this text describes English grammar from a World Englishes perspective. It is distinguished by its focus on the social setting for English as a global language, the latest thinking about grammatical theory, and new theories of how first and second languages are learned and taught. The fundamental premise is that teaching and learning grammar cannot be isolated from the local, regional, and global sociocultural contexts in which the teaching and learning take place. Part I presents different attitudes toward English as a global language and some challenges that learners of English share no matter where they are in the world. Part II is about the features of English that educated speakers consider the most likely and probable in Academic English. Part III describes the flexible and fluid features of English that might be susceptible to change or modification over time. Each chapter includes engaging Study, Discussion, and Essay Questions and Activities.
TESOL Teacher Education in a Transnational World by Osman Z. Barnawi,Anwar Ahmed Pdf
TESOL Teacher Education in a Transnational World critically examines theories and practices in contemporary TESOL teacher education to shed new light on the intersection of transnationalism and language teacher education. It emphasizes the scholarship of transnational mobility of language teachers, and showcases critical research from diverse contexts. The book fills a critical research gap by more fully examining the theory and practice of teacher education in a changing time when national identities and cross-border mobilities continue to figure prominently in scholarly discussions. Through a diverse set of epistemological, historical and theoretical perspectives along with methodological innovations, contributors of this volume not only index the dynamism of the scholarship of teacher education, but they also offer new forums for lively pedagogical debates. Featuring contributions from diverse educational and geographical contexts, including Europe, Asia, North America, and Latin America, the book moves the existing scholarship forward to more fully examine TESOL teacher education in relation to transnationalism. This book will be of great interest to academics, scholars, post-graduate students, teacher educators, policymakers, curriculum specialists, administrators, and other stakeholders interested in language teacher education, TESOL and applied linguistics
Global Perspectives on the Internationalization of Higher Education by Branch, John D.,Durnali, Mehmet Pdf
Transnational higher education was triggered largely by the marketization of higher education, which itself manifests in such characteristics as academic rankings, institutional branding, and an emphasis on managerialism. Recent advances in technology, and the global COVID-19 pandemic, have also driven a “virtual” internationalization of higher education, with universities expanding their digital footprints overseas, accelerating their distance education offerings, and exploring such innovations as virtual exchange programs. Global Perspectives on the Internationalization of Higher Education documents contemporary perspectives on the internationalization of higher education and considers its history throughout the years in order to understand potential future directions. Covering key topics such as student recruitment, institutional branding, and student mobility, this premier reference source is ideal for administrators, principals, researchers, academicians, practitioners, scholars, instructors, and students.
The Global and Local Dimensions of English by Marija Brala Vukanovic,Irena Vodopija-Krstanović Pdf
The interaction between the global and the local has inspired inquiry into the multifarious manifestations of English nowadays, stimulating scholarly research into its diverse linguistic, cultural, and pedagogical landscapes. Drawing together various strands of the 'Global English' debate, the papers in this book question and expand on the interaction between Global English and local contexts in the Alpine-Adriatic region, and examine the complexities from different, yet complementary, perspectives: the cultural, the methodological (ELT), the translational, and the linguistic. (Series: Linguistik und Sprachvermittlung - Vol. 4)
Global Perspectives on Language Education Policies by JoAnn (Jodi) Crandall,Kathleen M. Bailey Pdf
Presenting research on language policy and planning, with a special focus on educational contexts in which English plays a role, this book brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field. The diversity of authors, research settings, and related topics offers a sample of empirical studies across multiple language teaching and university contexts. The fifth volume in the Global Research on Teaching and Learning English series, it features access to both new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field.
The Pedagogy of English as an International Language by Roby Marlina,Ram Ashish Giri Pdf
This volume offers insights in current theoretical discussions, observations, and reflections from internationally and regionally celebrated scholars on the theory and practice of teaching English informed by a new school of thought, English as an International Language (EIL). This volume provides readers (scholars, teachers, teacher-educators, researchers in the relevant fields) with: Knowledge of the changing paradigm and attitudes towards English language teaching from teaching a single variety of English to teaching intercultural communication and English language variation. Current thoughts on the theory of teaching English as an international language by internationally-celebrated established scholars and emergent scholars. Scholarly descriptions and discussions of how English language educators and teacher-educators translate the paradigm of English as an International Language into their existing teaching. Delineation of how this newly emerged paradigm is received or responded to by English language educators and students when it is implemented. Readers have a unique opportunity to observe and read the tensions and dilemmas that educators and students are likely to experience in teaching and learning EIL.
