Critical Views on Teaching and Learning English Around the Globe PDF Download
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Author: José Aldemar Álvarez V.
Publisher: IAP
ISBN: 1681233444
Category : Education
Languages : en
Pages : 240
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Book Description
This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include - its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning - its inclusion of the experiences of students and educators in both core and non-core English-speaking countries - its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas Of particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods. ENDORSEMENT: “As a scholar and educator who has consistently explored the social implications of the teaching and learning of English, I applaud this book’s concern with documenting the previously unheard voices of language learners and teachers around the world. The book is unique in the manner in which it focuses on the everyday experiences of marginalized English teachers and learners in various contexts around the globe. It also is unique in the manner in which it brings together researchers, teachers and learners to qualitatively investigate a great diversity of local language learning contexts. This book is a must read for anyone concerned with the current spread of English and its implications for individuals not typically foregrounded in language learning and teaching research.” — Dr. Sandra Lee McKay, Professor Emeritus, San Francisco State University, USA
Author: José Aldemar Álvarez V.
Publisher: IAP
ISBN: 1681233444
Category : Education
Languages : en
Pages : 240
Get Book Here
Book Description
This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include - its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning - its inclusion of the experiences of students and educators in both core and non-core English-speaking countries - its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas Of particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods. ENDORSEMENT: “As a scholar and educator who has consistently explored the social implications of the teaching and learning of English, I applaud this book’s concern with documenting the previously unheard voices of language learners and teachers around the world. The book is unique in the manner in which it focuses on the everyday experiences of marginalized English teachers and learners in various contexts around the globe. It also is unique in the manner in which it brings together researchers, teachers and learners to qualitatively investigate a great diversity of local language learning contexts. This book is a must read for anyone concerned with the current spread of English and its implications for individuals not typically foregrounded in language learning and teaching research.” — Dr. Sandra Lee McKay, Professor Emeritus, San Francisco State University, USA
Author: John W. Schwieter
Publisher: IAP
ISBN: 1623962129
Category : Language Arts & Disciplines
Languages : en
Pages : 356
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Book Description
This book explores theories and pedagogies in the L2 classroom that have led to an understanding of how non-native languages are taught and learned. Featuring a diverse set of perspectives from researchers and language educators from around the globe, this book highlights important theoretical and practical underpinnings of the L2 classroom—discussions on what has worked and why. Some examples of these topics include: online and nonverbal communication, peace literacy, learning behaviors, high-impact practices, pragmatic awareness, study abroad, implicit and explicit teaching, motivation, and more. One mission of this book is to appreciate a diverse array of L2 teaching practices with sound theoretical underpinnings and universal implications for L2 classrooms. The chapter contributions are the result of an open call for studies that highlight practical innovative approaches in L2 teaching and learning and expand the avenues of exploration available within their theoretical frameworks. More specifically, the call for proposals sought to gather a diverse set of perspectives from researchers and language educators from various parts of the world in order to provide practical and thought-provoking insight on innovative approaches to L2 teaching. As such, the studies in this book all share a common goal that demonstrates the applicability of L2 teaching practices across languages, cultures, and regions. The book is intended to act as a valuable reference for language educators, practitioners, specialists, and anyone studying or wishing to gain an overview of successful teaching practices and learning nuances in the L2 classroom that cross all languages, cultures, and regions.
Author: Salah Troudi
Publisher: Springer Nature
ISBN: 3030532976
Category : Education
Languages : en
Pages : 407
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Book Description
This edited book brings together a collection of research-based chapters that address a variety of topics related to the teaching of English in different contexts around the world. The chapters are informed by a critical approach to research, employing a variety of research methods to question and problematize taken-for-granted definitions and practices in areas such as classroom pedagogy, testing, curriculum, language policy, the position of English as a medium of instruction, educational management, teacher education, materials and evaluation. This book addresses a major gap in theoretical and research literature in the area of teaching English, and it will be of interest to trainee and practising teachers, research students and scholars of EFL and TESOL, and researchers in applied linguistics.
Author: Mariana Pacheco
Publisher: IAP
ISBN: 1641135093
Category : Education
Languages : en
Pages : 297
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Book Description
The purpose of Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what we know about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In the following chapters, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research. Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum, we are deeply committed to asserting hope, possibility, and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions, experiences, and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities.
Author: Melina Porto
Publisher: Springer
ISBN: 9789811657825
Category : Language Arts & Disciplines
Languages : en
Pages : 0
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Book Description
With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by Graham Crookes, Hilary Janks and Allan Luke, this book promotes critical language education and illustrates how a critical agenda can be enacted in English language education in real classrooms. It presents four cases located in primary and secondary schools in the province of Buenos Aires in Argentina in contexts that can be characterised as vulnerable or difficult. It describes the possibilities, challenges and limitations of this critical agenda using students’ drawings, posters, leaflets, artwork, classroom activities and conversational data as foundation, and including the voices of local teachers in their classrooms. Importantly, these teachers used teacher-made, locally produced, critical post-method materials, described by the author of those materials in one of the chapters. In this way, the book offers a unique balance of researcher, teacher and materials writer voices. These materials are included in the book and can help language teachers around the world to introduce critical perspectives in their specific contexts. The book is appealing to researchers, classroom teachers, teacher educators, and materials writers and developers interested in critical language education.
Author: Bogum Yoon
Publisher: IAP
ISBN: 1617358495
Category : Education
Languages : en
Pages : 304
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Book Description
This book is designed to provide practical applications of sociocultural theory with regard to teachers’ roles in second language education. By providing specific examples of teachers’ roles in the classroom, the book aims to help researchers, teacher educators, and classroom teachers make clear connections between practice and theory in second language learning. All the studies in this edited book are conducted in the PreK-16 classroom setting. Each chapter presents rigorous research analysis within the framework of sociocultural theory and provides rich descriptions of teachers’ roles. The book is intended to be used in teacher education courses. The primary audience of the book is in-service teachers who work with second language learners (SLLs) in their classrooms including ESL/Bilingual classrooms or regular classrooms. Since many SLLs receive instructions both in the ESL/Bilingual classrooms and in the regular classrooms, it is important to discuss teachers’ roles in both settings. The secondary audience of the book is teacher educators and researchers who work with pre-service and in-service teachers in teacher education. This book will be an excellent resource for book study groups and practitioners working with professional learning communities.
Author: Anna Krulatz
Publisher: Channel View Publications
ISBN: 1788926439
Category : Language Arts & Disciplines
Languages : en
Pages : 317
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Book Description
This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.
Author: Gulbahar H. Beckett
Publisher: IAP
ISBN: 1607527162
Category : Education
Languages : en
Pages : 302
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Book Description
Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of student-centered teaching (Hedge, 1993). Since then, PBL has also become a popular language and literacy activity at various levels and in various contexts (see Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003; Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004). For example, it has been applied to teach various ESL and EFL skills around the world (e.g., Fried-Booth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching content-based second language education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (Fried-Booth, 2002), community-based language socialization (Weinstien, 2004), and critical and higher order thinking as well as problem-solving skills urged by the National Research Council (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and research-based frameworks and models based on sound theoretical guidance in general and second and foreign language education in particular (Thomas, 2000). Also missing from the second and foreign language education literature is systematic discussion of PBL work that brings together representative work, identifying obvious gaps, and guiding the field toward future directions. This, first of its kind, volume bridges these obvious gaps through the original work of international scholars from Canada, Israel, Japan, Singapore, and the US.
Author: Tim Marr
Publisher: Bloomsbury Publishing
ISBN: 1350033480
Category : Foreign Language Study
Languages : en
Pages : 273
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Book Description
Shortlisted for the BAAL Book Prize 2020 What do TESOL teachers actually teach? What do they know about language, about English and the ways it is used in the world? How do they view themselves and their work, and how are they viewed by others? How is TESOL perceived as a profession and as a discipline? How can teachers make the most of the available resources? Can global English really deliver what it seems to promise? These are some of the questions explored in Rethinking TESOL in Diverse Global Settings, a book which examines what we mean when we talk about English language teaching and what we understand the job of an English language teacher to be. Covering diverse teaching environments, from China to Latin America and the Middle East, and from elementary school to university, the authors take a critical look at TESOL by focusing on the actual substance of the subject, language, and attitudes towards it. Through concrete examples from language classrooms, in the form of vignettes and accounts from native speaker and non-native speaker teachers alike, they explore the experiences of teachers worldwide in relation to issues of identity and professionalism, nativeness and non-nativeness, and the pressures of dealing with the expectations with which English has become invested. While recognising the often precarious academic and institutional status of TESOL teachers, the book pulls no punches in challenging those teachers as a whole to become more ambitious in their aims, positioning themselves not as mere skills providers, but language experts, specialists in their subject, members of a legitimate academic discipline. Only then, the authors argue, will TESOL teachers and their work be taken seriously and their expertise recognised.
Author: Mario Saraceni
Publisher: Bloomsbury Publishing
ISBN: 1623564522
Category : Language Arts & Disciplines
Languages : en
Pages : 225
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Book Description
Winner of the BAAL Book Prize 2016 The field of "World Englishes" takes on ever more importance in the modern era. Mario Saraceni's World Englishes: A Critical Analysis looks at the developments in the field from a critical perspective. It examines the historical, linguistic, ideological and pedagogical aspects in the study of the ever-evolving forms, roles and statuses of English around the world. The principal aim is to offer a critical overview of the field in order both to inform readers about the main issues at stake and to challenge established positions and descriptive/analytical paradigms. The book has four sections, each of which reviews established accounts and offers alternative perspectives on those. “History” considers representations of the evolution of 'old English' and 'new Englishes' and begins to unveil the strong link between conventional accounts and ideological motivations. “Language” critically examines the traditional notion of 'difference' in the description of varieties of English, and discusses more recent orientations which aim to describe English as a lingua franca and the phenomenon of language hybridity. “Ideology” examines ideological debates around the presence and status of English in the world, such as linguistic imperialism, language ownership and language ecology. The final section, “Pedagogy” discusses pedagogical implications, such as the choice of appropriate 'models' of English and considers the possibility of teaching English as a fully de-anglicised language.
