This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers knowledge basetheir specialized knowledge, skills, competencies, and commitmentsvis-à-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.
Arvustused
"This edited volume is a fitting tribute to the life and work of Farzad Sharifian. Professor Sharifian spent his life investigating the spread and development of Global Englishes and the ramifications of this linguistic and cultural diversity for the teaching of English. Building on his work, this book combines the theoretical underpinnings of Global Englishes with the pedagogical implications of Global Englishes for teaching methods and materials, language identity, language assessment, and curriculum development. This is a ground-breaking book in its mapping out of the relationship between the theory of Global Englishes and its practical implications for English teacher education and English learning around the globe. It provides a sound model for future work in this area." - Sandra Lee McKay, Professor Emerita, San Francisco State University, USA
"This is a delightful collection of ideas on how the intricacies and realities of Global Englishes can be translated in teacher education programs. It offers fresh theoretical perspectives on the topic as well as presenting practical and down-to-earth ideas that language teachers and language teacher educators can apply in their teaching. A must-read book for language students and educators." -Willy A. Renandya, Principal Lecturer, National Institute of Education, Nanyang Technological University, Singapore
Foreword Acknowledgements In Memoriam of Professor Farzad Sharifian
Introduction: Integrating Global Englishes in Language Teacher Education
Practices PART I. The Global Spread of English and Global Englishes Language
Teaching Pedagogy 1.1. The Global Spread of English and Global Englishes
Language Teaching 1.2. Enhancing Global Englishes Awareness among Pre-service
Language Teachers through Audio/Video-Based Resources 1.3. Listening as a
Gateway to Criticality in/for Global Englishes 1.4. Rethinking Standards and
Goals in Global Englishes Language Teacher Education 1.5. A Professional
Development Program for Chinese EFL Teachers: A Global Englishes Language
Teaching Framework 1.6. Developing Teachers Global Englishes Awareness
through Active Learning Activities: Insights from a Thai University Context
1.7. Developing Teachers Critical Awareness through Dialogic E-Reflections
1.8. "We Were Willing to Try Again and Make it Understandable for both
Parties": Working across Geographical Borders to Dispel Language
Misconceptions 1.9. Engaging with Global Englishes through Collaborative
Online International Learning (COIL) 1.10. Encouraging Teacher Educators to
Investigate Teachers Attitudes Towards Global Englishes: Focusing on a
Research Instrument PART II. Language Teaching Methods and Instructional
Materials in Global Englishes 2.1. Language Teaching Methods and
Instructional Materials in Global Englishes 2.2. Using Global Englishes
Materials in Pre-Service Teacher Education 2.3. De-mystifying Global
Englishes for Pre-service English Teachers 2.4. Explicit, Implicit or Both?
Novel Ways of ELF Integration into Global Englishes Language Teaching 2.5.
Enhancing Teachers Awareness of Global Englishes using the Oxford English
Dictionary 2.6. Graduate Teaching Assistant Education for Global English
Ecosystems 2.7. Navigating Local Cultures and Languages: Developing Expertise
in Multilingual GE Classrooms through Trilingual Vocabulary Activities 2.8.
Fostering Teachers Awareness of Global Englishes in Primary Teacher
Education in Italy 2.9 A Plurilithic Approach to English for Academic
Purposes (EAP) Writing Instruction: Insights from English as a Lingua Franca
(ELF) Research PART III. Transculturality and Identity in Global Englishes
3.1. Global Englishes and Teaching Culture 3.2. What's in a Name? A
Discussion of the Linguistic Implications for the Student-Teacher
Relationship in the EFL Classroom 3.3. Promoting Culture and Identity through
Local Action Plans for Additive Multilingualism 3.4. Find Someone Who:
Reflecting on Language, Culture, and Identity in English Language Use 3.5.
Whose Culture(s) Are We Teaching in Class: Good English Language Teachers in
a Globalized World 3.6. Reflections on a Language Teacher Identity Module in
a Global Englishes Context: The Case of an MA program in Argentina 3.7.
Diverging from the Native Speaker Framework: A Listening and Speaking Lesson
with Different Varieties of English Across Cultures 3.8. Navigating
Linguistic and Cultural Identities: (Re)Positioning Oneself Through Critical
Awareness PART IV. Language Assessment in Global Englishes 4.1. Language
Assessment in Global Englishes 4.2. Exposure: Cutting Your Feet to Fit the
Shoes 4.3. Critical Awareness: Making Shoes for Your Own Feet 4.4. Action
Plan: Changing the Door Keepers 4.5. Language Assessment in Global Englishes:
Self-Reflective Analysis of Assessment Plans and Practices 4.6. Writing
Assessment through a Global Englishes Lens PART V. Curriculum Development in
Global Englishes 5.1. Curriculum Development in Global Englishes 5.2.
Phonology as a Tool for Global Englishes Language Teacher Education 5.3.
Examining Global Englishes and the Decolonization of English Language
Teaching in a Post-Colonial Context
6. Conclusion: A Truly Impactful Volume
Ali Fuad Selvi is Assistant Professor of TESOL and Applied Linguistics, and is the Chair of the Teaching English as a Foreign Language Program at METU Northern Cyprus Campus. His research interests include Global Englishes; issues related to (in)equity, professionalism, marginalization, and discrimination in TESOL; and second language teacher education.
Bedrettin Yazan is Associate Professor in the Department of Bicultural-Bilingual Studies at University of Texas, San Antonio. His research focuses on language teacher learning and identity; collaboration between ESL and content teachers; language policy and planning; and World Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry, and qualitative case study.
