This twin-volume collection showcases unique explorations into the future development potential of English Language Teaching (ELT) research, encompassing traditional boundaries of the field and pushing beyond them. This second volume offers a thorough examination of current issues and future prospects from diverse perspectives extending beyond ELT. Authors discuss the applicability of research outcomes to ELT, drawing insights from linguistics (including phonetics/phonology, cognitive linguistics, generative linguistics, and historical linguistics), English literature, drama studies, the sociology of language, sociocultural studies, and generative artificial intelligence. This discussion is informed by the latest research trends in these interdisciplinary fields. While ELT historically has been developed as a primary branch of applied linguistics, it is increasingly recognized as a field with potential for interdisciplinary collaboration. ELT transcends linguistics alone and stands as a fertile ground for interdisciplinary studies. Rather than imposing recommendations from one field onto ELT, this volume advocates for collaborative partnerships that are mutually beneficial in todays complex educational environments. Such collaborations not only enrich ELT research but also foster mutual development across disciplinary boundaries. This book is recommended for anyone involved in ELT and related disciplines, including researchers, teachers, teacher trainers, and learners alike.
Transcend Your Discipline to Collaborate with Practitioners From
Technical Rationality to Wisdom of Practitioners (Yosuke Yanase).- The
Phonetics of EFL Pronunciation Teaching (Isao Ueda).- English Teaching and
Learning Viewed from Cognitive Linguistics Human Cognition and Linguistic
Knowledge (Kazumi Taniguchi).- The Generative Second Language Acquisition and
Its Implications for English Language Teaching (Koji Kawahara).- Teaching the
History of the English Language in Japan What Can It Offer to ELT? (Yuki
Takahashi).- On the Understanding of the Productivity of the Verbalizing
Suffix ize (Shigeaki Kodama).- Sweet Are the Uses of Alienation The
Cultivation of Intercultural Competence in the EFL Classroom (Koji
Katsurayama).- Reading Short Stories in the EFL Classroom Effects of Focusing
on Narrative Structure and Cultural Context (Masako Umegaki).- Reading
Classic Novels in the L2 Classroom Enhancing Proficiency through Cultural
Understanding (Keiko Humphrey).- Learning through Translating Literary Texts
Perspectives from English-to-Japanese Translation (Kiyotaka Kai).- In Pursuit
of Creativity Writing Poetry in the EFL Classroom (Kiyo Sakamoto).-
Performing Language Augusto Boals Theatre of the Oppressed in Language
Teaching (Mika Yoshimoto).- Immersion Programs as Language Policy (Nobuyuki
Tsukahara).- Introducing 3Rs of Social Psychology in a Japanese ELT Cultural
Context Speaking in Role, Rank, and Room (David Dalsky).- Conversation
Analysis and EFL Teaching Bridging the Gap Between Instructors Expectations
and Students Orientations (Daisuke Yokomori & Mika Ishino).- Conflict
Management as Intercultural Communication Training in English Language
Education (Yumiko Furumura).- Beyond Mobility Leveraging COIL for Inclusive
Intercultural Learning in Japanese Classrooms (Kevin Ottoson).- Redefining
English Proficiency in the Age of Generative AI (Toshiyuki Kanamaru).
Akira Tajino, Ph.D. (Lancaster University), Professor Emeritus at Kyoto University, is currently Professor of Educational Linguistics at Nagoya University of Foreign Studies, Japan. His research interests include classroom research, EAP (English for Academic Purposes), and pedagogical grammar. He is a recipient of the JACET (Japan Association of College English Teachers) Award for excellence in teaching (2011) and the JACET Award for excellence in academic publication (2014, 2020). He is the author/editor of over 30 books and has published more than 80 articles in academic and professional journals. His major publications include Team Teaching and Team Learning in the Language Classroom: Collaboration for Innovation in ELT (Routledge, 2016), A New Approach to English Pedagogical Grammar: The Order of Meanings (Routledge, 2018), and A Systems Approach to Language Pedagogy (Springer Nature, 2019). He has served on the editorial panels of several journals including ELT Journal (Oxford University Press).
