This book houses contemporary theoretical and empirical studies by emergent researchers and scholars in the disciplines of ELT, Applied Linguistics and TESOL who address several newly-emerged and emerging issues in the field from their own contexts (predominantly Asian settings). Each chapter, in its own unique way, challenges, unpacks and critiques existing misconceptions and pre-conceived assumptions of the use, learning and teaching of English in today's fluid and globalised, postmodern era. While some contributors to the book have brought such issues to the forefront through a critical consideration of histories and policies, others have explored how English is enacted, practised, learned, and/or taught across a wide range of settings in order to further illustrate the various manifestations of the worldwide expansion of the language. Together the chapters of this book highlight the current discrepancies and inconsistencies in different areas of interest in the field of ELT, and provide carefully considered suggestions on how to address these issues.
| Introduction: English in a Post-Appropriation World: Facing the New Challenges |
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Chapter One Dwindling Minority: The Gendered Beliefs of Male English Language Teaching (ELT) Teachers |
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1 | (20) |
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Shamsul Nizam Kachi Mohideen |
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Chapter Two From SLA to Negotiation in EIL: Making Meaning Together through Different Englishes |
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21 | (24) |
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Chapter Three Pragmatic Strategies of ELF Speakers: A Case Study in International Business Communication |
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45 | (27) |
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Chapter Four Understanding the Role of Language: Interactions between English Language Teacher Knowledge and Identity |
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72 | (14) |
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Chapter Five “r;Well, just tiupan!”r;: Code-Switching between Language Gaps and Identity Negotiation |
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86 | (18) |
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Chapter Six Variety Development in the Expanding-Circle: Variety as an EIL |
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104 | (19) |
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Chapter Seven Pre- and Post-Practicum Perceptions of the “r;Professional English Teacher”r;: A Case Study of Pre-Service English Teachers at an Indonesian University Afrianto |
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123 | (20) |
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Chapter Eight Culture Representations in Locally Developed English Textbooks in Vietnam |
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143 | (25) |
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Chapter Nine Multi-Ethnic Diversity and ELT Materials Adaptation: Challenges for English Language Teachers in Manado |
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168 | (16) |
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Chapter Ten Perceptions on EIL in Hong Kong |
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184 | (26) |
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Chapter Eleven (En) Countering the Push-Out: The Changing Face of English Teaching in India Today |
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210 | (14) |
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Chapter Twelve Identity and Communicative Competence: Vietnamese Students' L2 Experiences in the UK |
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224 | (25) |
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Chapter Thirteen English Language Education in China and India: A Comparative Study of History and Politics |
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249 | (16) |
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| Author Biographies |
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Dr Raqib Chowdhury taught English Literature at Dhaka University, Bangladesh from 1997, before joining Monash University upon completing his PhD in 2008 where he currently works. He holds Master's degrees in English Literature and Education. He has been teaching English for 18 years in a wide range of settings. He is author of Desiring TESOL and International Education: Market Abuse and Exploitation (from Multilingual Matters, Bristol), and has published widely in the areas of EAP, culture and pedagogy, English teacher education, TESOL and ELT, EIL, international education and identity.Dr Roby Marlina lectures in the program of English as an International Language (EIL) at Monash University, Melbourne, Australia. His research interests lie in the curriculum and pedagogy of English as an international language (World Englishes), multicultural education, and TESOL. He has published in various international journals, including International Journal of Educational Research, Multilingual Education, and Asian EFL Journal. He is one of the main editors of the forthcoming book, The Pedagogy of English as an International Language: Perspectives from Scholars, Teachers, and Students (Switzerland: Springer International Publishing).
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