Bloomsbury World Englishes offers a comprehensive and rigorous description of the facts, implications and contentious issues regarding the forms and functions of English in the world. International experts cover a diverse range of varieties and topics, offering a more accurate understanding of English across the globe and the various social contexts in which it plays a significant role. With volumes dedicated to research paradigms, language ideologies and pedagogies, the collection pushes the boundaries of the field to go beyond traditional descriptive paradigms and contribute to moving research agendas forward.
Volume 3: Pedagogies addresses the teaching of English as a world language. Chapters in this volume consider the teaching and learning of English(es) from a range of perspectives and on the basis of experiences and research from many parts of the world.
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The go-to resource for contemporary scholarship on World Englishes and global Englishes.
List of Figures
List of Tables
List of Contributors
Prologue, Jennifer Jenkins (University of Southampton, UK) and Lucilla
Lopriore (Roma Tre University, Italy)
Introduction, Yasemin Bayyurt (Bogaziçi University, Turkey)
Part 1: General Principles
1. Incorporating Ontological Reflection into Teacher Education about English
for Global Learners: A Rationale and some Guiding Principles, Chris Hall
(York St John University, UK)
2. English Language Development in the Global Classroom: Revisiting Key
Constructs of Second Language Acquisition Theory, Dustin Crowther (University
of Hawaii at Manoa, USA)
3. Moving from Conceptualizations to Implementation of a Global Englishes
Perspective in ELT: Critical Issues in Pedagogy, Seran Dogançay-Aktuna
(Southern Illinois University Edwardsville, USA) and Joel Hardman (Southern
Illinois University Edwardsville, USA)
4. World Englishes, English as a Lingua Franca and ELT Materials: A Critical
Perspective, Paola Vettorel (University of Verona, Italy)
5. Materials and Activities in Teaching English as a Global Language: Using
Online Resources to Stimulate Innovation, Mona Syrbe (Rikkyo University,
Japan) and Heath Rose (University of Oxford, UK)
Part 2: Native Speakerism
6. Negotiating Nativespeakerism in TESOL Curriculum Innovation, Nicola
Galloway (University of Glasgow, UK)
7. Beyond Native and Non-Native English-Speaking Teachers: Teacher
Identity and the Knowledge Base of Global Englishes Language Teachers, Ali
Fuad Selvi (METU Northern Cyprus Campus, Cyprus) and Bedrettin Yazan
(University of Texas, San Antonio, USA)
8. Re-Conceptualizing (Non-)Native English Speakers within the Paradigm of
Teaching English as an International Language, Aya Matsuda (Arizona State
University, USA)
9. Tackling Native-Speakerism through ELF-Aware Pedagogy, Rob Lowe (Tokyo
Kasei University, Japan) and Marek Kiczkowiak (TEFL Equity Advocates &
Academy, Leuven, Belgium)
Part 3: English as a Medium Of Instruction
10. Teaching WE and ELF in EMI from an ELF Perspective: A Case Study at a
University in the Expanding Circle, Kumiko Murata (Waseda University, Japan)
11. Implementing Critical Pedagogy of Global Englishes in ELT in Asia from
the Lens of EMI and Intercultural Citizenship, Fan Fang (Shantou University,
China) and Will Baker (University of Southampton, UK)
12. Problematizing EMI Programs in Turkish Higher Education: Voices from
Stakeholders, Dilek Inal (Istanbul University- Cerrahpasa, Turkey), Yasemin
Bayyurt (Bogaziçi University, Turkey) and Feza Kerestecioglu (Kadir Has
University, Turkey)
13. A Critical View of Globalization within the Expanded Role of EMI in
Japan: Case Study of an Actual Implementation, Jim D'Angelo (Chukyo
University, Nagoya, Japan)
Part 4: Focus on Specific Contexts
14. The Impact of World Englishes and English as a Lingua Franca in Tertiary
Education in the Expanding Circle, Enric Llurda (University of Lleida, Spain)
and Guzman Mancho-Barés (University of Lleida, Spain)
15. World Englishes and Critical Pedagogy: Reflections on Paulo Freires
Contributions to the Brazilian National English as a Lingua Franca (ELF)
Curriculum, Savio Siqueira (Bahia Federal University, Brazil) and Telma
Gimenez (Universidade Estadual de Londrina, Brazil)
16. Teaching English from a Critical Intercultural Perspective: An
Experience with Afro Colombian and Indigenous Students, Claudia Gutiérrez
(University of Washington, USA), Janeth Ortiz and Jaime Usma (Universidad de
Antioquia, Colombia)
17. English Medium Instruction and Language Planning in Post-Colonial
Contexts: Implications for Heritage Language Development, Nkoko Kamwangamalu
(Howard University, Washington, USA)
Index
Yasemin Bayyurt is Professor of Applied Linguistics at Bogaziçi University, Turkey. General Editor: Mario Saraceni, University of Portsmouth, UK
