Language Teacher Education for Global Englishes

A Practical Resource Book
Herausgeber: Selvi, Ali Fuad; Yazan, Bedrettin

• Broschiertes Buch

Produktbeschreibung

This book offers an innovative contribution to the ongoing efforts of integrating Global Englishes perspective into teacher education both at the theoretical and practical levels. It will serve as a professional development resource for teacher educators preparing teachers for diverse teaching contexts, realities, affordances, and constraints.

Produktdetails

• Verlag: Taylor & Francis Ltd (Sales)
• Seitenzahl: 282
• Erscheinungstermin: 31. Mai 2021
• Englisch
• Abmessung: 232mm x 154mm x 19mm
• Gewicht: 494g
• ISBN-13: 9780367536428
• ISBN-10: 0367536420
• Artikelnr.: 61287732

Autorenporträt

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.

Inhaltsangabe

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