This book provides an overview of current trends and practices in English Language Teaching (ELT) across the European Union. It offers insights into key ELT issues which are at the forefront of twenty-first-century classrooms. It discusses theoretical and empirical work based on topics such as linguistic imperialism, English as a Medium of Instruction, contrastive language analysis, and the interplay between English and the use of countries’ respective native languages. It also explores the challenges of English Language Teaching under different circumstances such as, while using different technological platforms, working with different learner groups (those with Special Educational Needs) and revising traditional practices in grammar and vocabulary teaching. Throughout the book, the link between policy, theory and practice is explicitly highlighted and exemplified. The book is of interest to ELT instructors, course designers, language teachers and teacher trainers, and students enrolled in pre-service English training courses.
Arvustused
One of the most impacting aspects of this book is its diversity. A mixture of theoretical and applied methodologies are featured, and each chapter offers a new and useful contribution. Accordingly, given its quality, content, and scope, the appeal of this edited volume certainly extends well beyond researchers and practitioners in the domain of English Language Teaching. Indeed, those with wider interests in multilingualism and language policy will surely also find relevant and insightful information . (Antony Hoyte-West, English Studies at NBU, Vol. 8 (2), 2022)
English Language Teaching in the EU: An introduction.- Teaching and
Learning English in the European Union: A Research Review.- Current
Perspectives in the Multilingual EFL Classroom: A Portuguese Case
Study.- Language Planning, Linguistic Imperialism, and English Language
Teacher Education in Post-Soviet Poland: A Literature Review.- Mother Tongue
Support as a Scaffold to English Language Proficiency: An Ideological
Analysis of a Belgian International Schools Language Policy.- British
English or American English? Investigating Austrian English
Language Students Choice of a Model Accent.- How Discourses Shape Teacher
Identity: Evidence from EFL Teachers in Spain. Lee.- Benefits and Challenges
of Learning and Teaching English: The Case of Student Teachers in
France.- How Do ADHD-type Behaviours Affect Language Learning? Voices of
In-service EFL Teachers in Poland.- Building Young Learners Plurilingual and
Pluricultural Repertoire: An Analysis of EFL Textbooks Speaking
Activities.- Supplementing Reading in EFL at Primary School Level in the
Czech Republic.
Lee McCallum is a Lecturer in Academic Writing at the Centre for Academic Writing and ASPiRE Research Fellow in the Centre for Art, Memory and Communities at Coventry University in the UK. She holds an M.Sc. in TESOL and Applied Linguistics from the University of Stirling and an Ed. D in TESOL from the University of Exeter. She is also a Fellow of the Higher Education Academy in the UK. She has held teaching and research posts in Spain, Saudi Arabia, China, the USA and the UK. Her research focuses on exploring the production and assessment of academic written language in learner and professional writing. Her work has been published by Cambridge University Press, Palgrave Macmillan, Springer and Routledge. She has also contributed widely to international and local journals and serves as a peer reviewer for journals such as Assessing Writing, Language Assessment Quarterly, System, English for Specific Purposes and Teaching English with Technology.
