This book addresses the twin themes of diversity and inclusivity in classrooms where English is taught as a foreign, second, additional or international language. The chapters cover theory, empirical research, and practice in order to support all stakeholders who wish to make English language education more effective, inclusive and innovative.
Demonstrates the importance of embracing inclusivity and diversity in order to improve the teaching and learning of English.
This book addresses the twin themes of diversity and inclusivity in classrooms where English is taught as a foreign, second, additional or international language. The chapters cover theory, empirical research, and practice in order to support researchers, teacher educators, teachers, policymakers and materials developers who wish to make English language education more effective, inclusive and innovative.
The chapters explore a wide range of international contexts and a variety of educational contexts, and address issues including power structures, learner positionality, decolonised English standards, neurodiversity, marginalised silence, student agency in curriculum reform, task design for all learners, and collaboration drawing on diversity as a resource. The book offers an unusually intricate picture of issues that are at the forefront of the minds of educators around the world.
Arvustused
Diversity and inclusion are not peripheral ideals; they are, in fact, the very heart of meaningful English language education. This volume thoughtfully engages with both concepts across multifarious contexts and levels. Its conceptual richness and practical relevance are striking, which makes it a must-read for all stakeholders in the field. * Takaaki Hiratsuka, Ryukoku University, Japan * Drawing on voices from around the world, this timely volume showcases the commitment of educators who are advancing diversity and inclusion in English language education. The authors offer critical and compelling insights that invite us to recognize and resist deficit narratives and embrace our ethical responsibility to cultivate equitable, linguistically responsive learning communities as spaces of belonging and transformative possibility. * Rai Farrelly, University of Colorado Boulder, USA *
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Demonstrates the importance of embracing inclusivity and diversity in order to improve the teaching and learning of English
Tables and Figures
Contributors
David OReilly, Dat Bao and Melissa Barnes: Introduction: Diversity and
Inclusion in English Language Education: Theory, Research and Practice
PART 1: PERSPECTIVES ON DIVERSITY AND INCLUSIVITY
Chapter
1. Anne Burns: Exploring Diversity and Inclusivity for
Sustainability: A Language Practitioner Research Perspective
Chapter
2. Melissa Barnes and Ekaterina Tour: Re-Positioning Language
Learners from Refugee Backgrounds as Powerful Meaningful Makers: A Case Study
in an Australian Primary School
Chapter
3. Jennifer Yphantides: From Disabled to Enabled: Tracing the History
of the Neurodiversity Movement and Shifting EFL Classroom Culture Towards
Inclusion
Chapter
4. Ilse Fouche: Breaking Boundaries: Decolonising a South African
Academic Literacy Curriculum through Action Learning
Chapter
5. Le Van Canh: A Descriptive Content Analysis of Diversity and
Inclusivity in the Vietnamese ELT Teacher Preparation Curricula: Towards a
Pedagogy of Understanding
PART 2: RESEARCH ON DIVERSITY AND INCLUSIVITY
Chapter
6. David OReilly: Students Views on the Diversity and Suitability
of Assessments in UK Postgraduate English Language Education (PELE)
Programmes
Chapter
7. Agnieszka Kadonek-Crnjakovi: Pre-Service English as a Foreign
Language Teachers and Students with Special Educational Needs: Self-Perceived
Knowledge, Skills, Efficacy, Beliefs and Emotions
Chapter
8. Benedict J.L. Rowlett and Simon Wang: Communicating Citizenship in
Language Education by Writing for the Public
Chapter
9. Hai Ha Vu and Nha Uyen Nguyen: Teaching English to Vietnam
Attention Deficit Hyperactivity Disorder Primary Students Inclusively:
Challenges and Practices
Chapter
10. Yang Gao, Quan Quan, Xiaochen Wang and Jianing Feng: Exploring
the Relationship between Chinese EFL Teachers' Beliefs and Reported Practices
of Cultural Diversity and Inclusion in Language Teaching
Chapter
11. Tran Thi Tuyet and Le Van Canh: Decoding Wellbeing: Critical
Insights into the Lives of Vietnamese EFL Lecturers
Chapter
12. Gary Bonar, Anne Keary, Yvette Slaughter and Tanya Davies:
Understanding the Pedagogical Challenges in Online Learning for EAL Students
PART 3: PRACTICE IN DIVERSITY AND INCLUSIVITY
Chapter
13. Brian Tomlinson: Activities for All
Chapter
14. Dat Bao: Designing Language Tasks for Inclusive Silence
Chapter
15. Jessica Premier: Using Music to Enhance English Language
Learning
Chapter
16. George M. Jacobs and Willy A. Renandya: Collaboration in the
Service of Diversity and Inclusion in ELT
Chapter
17. Chikae Kaihara and Kuniomi Shibata: How have Children with
Disabilities Learned English in School in Japan?: A Qualitative Study
Focusing on Difficulties in English Learning and the English Education
Environment
Chapter
18. Tony Waterman: ELT Materials and Activities which Promote
Diversity and Inclusivity
Melissa Barnes, Dat Bao and David OReilly: Conclusion: Key Contributions and
Directions to Enhance Diversity and Inclusivity in Education
Dat Bao works at Monash University, Australia. He is the editor of the Journal of Silence Studies in Education. Engaging in silence studies, creative pedagogy and curriculum design, Dat has produced over 100 academic publications.
David OReilly works at the University of York, UK where he is the Deputy Leader for the Centre for Advanced Studies in Language and Education (CASLE). He researches metaphoric competence, language play and grammar processing, and promotes Open Research practice.
Melissa Barnes is an Associate Professor and Associate Dean of Learning and Teaching at La Trobe University, Australia. Her work addresses system-wide change in instructional and assessment practices in schools and teacher education.
