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xvi | |
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xvii | |
Foreword |
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xxiv | |
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Acknowledgments |
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xxix | |
In Memoriam of Professor Fatzad Sharifian |
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xxx | |
Introduction: integrating Global Englishes in language teacher education practices |
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1 | (8) |
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Part I The global spread of English and Global Englishes Language Teaching pedagogy |
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9 | (64) |
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1.1 The global spread of English and Global Englishes Language Teaching |
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11 | (9) |
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1.2 Enhancing Global Englishes awareness among pre-service language teachers through audio/video-based resources |
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20 | (7) |
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1.3 Listening as a gateway to criticality in/for Global Englishes |
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27 | (5) |
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Ana Roquet Fialho Perreira Campos |
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Mania Regina Pawlas Carazzai |
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1.4 Rethinking standards and goals in Global Englishes language teacher education |
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32 | (6) |
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1.5 A professional development program for Chinese EFL teachers: a Global Englishes Language Teaching framework |
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38 | (6) |
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1.6 Developing teachers' Global Englishes awareness through active learning activities: insights from a Thai University context |
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44 | (6) |
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1.7 Developing teachers' critical awareness through dialogic e-reflections |
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50 | (6) |
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1.8 "We were willing to try again and make it understandable for both parties": working across geographical borders to dispel language misconceptions |
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56 | (5) |
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1.9 Engaging with Global Englishes through collaborative online international learning (COIL) |
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61 | (6) |
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1.10 Encouraging teacher educators to investigate teachers' attitudes towards Global Englishes: focusing on a research instrument |
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67 | (6) |
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Part II Language teaching methods and instructional materials in Global Englishes |
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73 | (60) |
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2.1 Language teaching methods and instructional materials in Global Englishes |
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75 | (7) |
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2.2 Using Global Englishes materials in pre-service teacher education |
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82 | (6) |
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2.3 De-mystifying Global Englishes for pre-service English teachers |
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88 | (6) |
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2.4 Explicit, implicit, or both? Novel ways of ELF integration into Global Englishes Language Teaching |
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94 | (6) |
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2.5 Enhancing teachers' awareness of Global Englishes using the Oxford English Dictionary |
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100 | (8) |
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2.6 Graduate teaching assistant education for Global English ecosystems |
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108 | (6) |
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2.7 Navigating local cultures and languages: developing expertise in multilingual GE classrooms through trilingual vocabulary activities |
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114 | (6) |
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2.8 Fostering teachers' awareness of Global Englishes in primary teacher education in Italy |
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120 | (5) |
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2.9 A plurilithic approach to English for Academic Purposes (EAP) writing instruction: insights from English as a Lingua Franca (ELF) Research |
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125 | (8) |
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Part III Transculturality and identity in Global Englishes |
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133 | (64) |
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3.1 Global Englishes and teaching culture |
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135 | (9) |
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3.2 What's in a name? A discussion of the linguistic implications for the student-teacher relationship in the EFL classroom |
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144 | (6) |
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3.3 Promoting culture and identity through local action plans for additive multilingualism |
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150 | (8) |
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3.4 Find someone who: reflecting on language, culture, and identity in English language use |
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158 | (6) |
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3.5 Whose culture(s) are we teaching in class?: good English language teachers in a globalized world |
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164 | (6) |
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3.6 Reflections on a language teacher identity module in a Global Englishes context: the case of an MA program in Argentina |
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170 | (5) |
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3.7 Diverging from the native speaker framework: a listening and speaking lesson with different varieties of English across cultures |
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175 | (13) |
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3.8 Navigating linguistic and cultural identities: (re)positioning oneself through critical awareness |
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188 | (9) |
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Part IV Language assessment in Global Englishes |
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197 | (40) |
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4.1 Language assessment in Global Englishes |
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199 | (8) |
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4.2 Exposure: cutting your feet to fit the shoes |
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207 | (5) |
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4.3 Critical awareness: making shoes for your own feet |
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212 | (5) |
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4.4 Action plan: changing the door keepers |
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217 | (5) |
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4.5 Language assessment in Global Englishes: self-reflective analysis of assessment plans and practices |
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222 | (8) |
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4.6 Writing assessment through a Global Englishes lens |
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230 | (7) |
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Eduardo H. Diniz de Figueiredo |
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Part V Curriculum development in Global Englishes |
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237 | (28) |
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5.1 Curriculum development in Global Englishes |
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239 | (9) |
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5.2 Phonology as a tool for Global Englishes language teacher education |
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248 | (8) |
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5.3 Examining Global Englishes and the decolonization of English language teaching in a post-colonial context |
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256 | (9) |
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265 | (9) |
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6.1 Conclusion: a truly impactful volume |
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267 | (7) |
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Index |
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274 | |