ELT, a vast and growing field of research, has now moved beyond primary concerns related to developing learners’ proficiency in the language and designing curricula, syllabi, materials and assessment tools. It is witnessing rapid development towards de-centralizing and de-elitizing English, promoting multilingual approaches for teaching English and bridging the gap between language-in-education policies and practices.
Critical Issues in ELT compiles research papers by linguists, language teachers, and English language teaching professionals to present contemporary debates on critical issues related to English language teaching, primarily in India. The subject matter of this book includes a variety of articles based on empirical data. It discusses the challenges facing ELT today and also includes papers discussing theoretical positions/frameworks/issues in ELT, classroom-based action research projects, and personal narratives.
Print edition not for sale in South Asia (India, Sri Lanka, Nepal, Bangladesh, Pakistan or Bhutan)
This book presents contemporary debates on critical issues related to English language teaching, primarily in India. It discusses the challenges in ELT and also includes papers discussing theoretical positions/frameworks, classroom-based action research projects, and personal narratives.
Acknowledgements
Contributors
Introduction
I. Multilingualism
1. To Teach or Not to Teach Code-Mixed English? Translanguaging
Hindi-English
2. Warm Welcome or Cold Shoulder: Demystifying (Positively Noxious)
English in the Multilingual Indian Classroom
3. From a Monolingual to a Multilingual Approach in Language Teaching
II. Critical Pedagogy
4. Critical Pedagogy and English Language Teaching in India
5. Processes and Protocols of Discourse Oriented Pedagogy Towards Resisting
Linguistic Imperialism
6. Critical Literacy as a Way of Negotiating Meanings with Stories
7. Making Daffodils Bloom for Everyone: The Flowering of Critical Pedagogy in
the ESL Classroom
III. Continuing Professional Development
8. The Dimensions of Continuing Professional Development
9. Learner Feedback as a Tool for Teacher Learning and Continuing
Professional Development
10. Data-led Reflection for Self-directed Continuous Professional
Development
11. An Action Research Project Exploring Peer
Mentoring Enabling CPD 172
IV. Materials Development
12. Training Teachers to be Materials Writers
13. Designing Customized ESP Materials: Principles, Procedure and Practice
14. Translanguaging, Spices and Authentic Materials
V. Assessment and Evaluation
15. In Teachers Hands: Where Formative Assessment
Comes to Life in Unforeseen Ways
16. Peer Feedback in L2 Writing
17. Giving Feedback to Treat ESL Writing as a Process: Ideas and Challenges
18. Assessment for Development through Portfolios
VI. Technology-aided Teaching and Learning
19. From Black Board to White Board and Beyond: The Role of ICTs in Reforming
English Language Classrooms in Tamil Nadu
20. Bringing Digital Literacy into the ESL Classroom: Enhancing Language
Learning Tasks using Web 2.0 Tools
21. Design-Based Research for Technology Enabled Language Learning: From
Theory to Practice
22. Using Google Classroom as a Learning Management System: An Exploratory
Study
VII. Inclusive Education
23. Inclusive Practices: Equitable Learning for All
24. Lessons in Disability: Acceptance and Inclusion
Ruchi Kaushik is Associate Professor of English at Shri Ram College of Commerce, University of Delhi, India. She has authored Listening and Speaking XI (2014) and co-authored and co-edited Language, Literature and Creativity II (2013). Presently, she is Associate Editor of FORTELL: Journal of Teaching English Language and Literature.
A.L. Khanna retired as Reader in English from Rajdhani College, University of Delhi. He co-edited Research in Applied Linguistics with R.K. Agnihotri. Presently, he is the Coordinating Editor of FORTELL: Journal of Teaching English Language and Literature and one of the Chief Editors of Language and Language Teaching.
Rohkem infot Taylor & Francis e-raamatute kohta