"English is the most widely taught and learned language in the world and is used for communication among speakers from different language backgrounds. How it can be effectively taught and learned, what English means to, and how it can be "owned" by, non-native speakers of English in Asia and elsewhere, are all issues that warrant contemplation. This edited collection addresses these issues and more by looking at a wide range of topics that are relevant and timely in contexts where English is taught as a foreign language. The authors offer novel perspectives gleaned from theory and actual practice that can inform English language teaching in Asia and beyond. This book will be of interest to researchers, policymakers, curriculum developers, and practitioners in the field of English teaching and learning"--
English is the most widely taught and learned language in the world and is used for communication among speakers from different language backgrounds. How it can be effectively taught and learned, what English means to, and how it can be "owned" by, non-native speakers of English in Asia and elsewhere, are all issues that warrant contemplation. This edited collection addresses these issues and more by looking at a wide range of topics that are relevant and timely in contexts where English is taught as a foreign language. The authors offer novel perspectives gleaned from theory and actual practice that can inform English language teaching in Asia and beyond. This book will be of interest to researchers, policymakers, curriculum developers, and practitioners in the field of English teaching and learning.
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vii | |
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viii | |
| Preface |
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xii | |
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| Introduction |
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xv | |
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1 | (62) |
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1 Considering English teaching in the context of ELF |
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3 | (17) |
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2 Knowledge construction in World Englishes |
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20 | (14) |
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3 TESOL and Tesology in East Asia: A critical review |
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34 | (13) |
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4 Unequal Englishes: Re-envisioning the teaching of English in linguistically diverse classrooms |
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47 | (16) |
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63 | (94) |
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5 Intercultural Communicative Competence development in an EFL context in Thailand |
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65 | (19) |
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6 English across the curriculum: Four journeys of synergy across disciplines and universities |
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84 | (20) |
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7 The 3E (engages, empowers, and emancipates): ESL teacher education curriculum in the development of future teachers |
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104 | (21) |
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Raja Nor Safinas Raja Harun |
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8 Literacy sponsorship, language ideologies, and identity construction of EFL learners and users |
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125 | (14) |
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9 The role of mediation in classroom interaction |
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139 | (18) |
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| Index |
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157 | |
Hikyoung Lee is a Professor of TESOL and applied linguistics in the Department of English Language & Literature at Korea University, Korea. She has held administrative positions such as the Director of Teaching and Learning and Director of the Institute of Foreign Language Studies at Korea University and has served as vice-president of several academic associations in Korea. Her recent publications are on English in higher education, language policy, materials writing, and English as a lingua franca.
Bernard Spolsky has taught at schools and universities in New Zealand, Australia, Israel, Canada, and the United States. He retired as Professor Emeritus from Bar-Ilan University in 2000. He has published a number of books, including Conditions for Second Language Learning, Measured Words, The Languages of Jerusalem, the Handbook of Educational Linguistics, Language Policy, Language Management, The Cambridge Handbook of Language Policy and The Languages of the Jews. He was a foundation editor of the journals Applied Linguistics and Language Policy. He has been President of International TESOL: He served as Publications Director of Asia TEFL, editor-in chief of its journal, and has co-edited ten of its books. He has held Guggenheim and Mellon fellowships, and is a Fellow of the Linguistic Societies of America and India.
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