Table of Contents
Table of Contents
Preface
List of Contributors
Part I – The Major Theoretical Paradigms in English Language Education and their Implications in a Global World
1 Standard English, English Standards: Whose Standards are they in English Language Education?
(David Nunan, The University of Hong Kong, Hong Kong SAR, China and Anaheim University, USA)
2 English Language Education and Globalisation: An Applied Linguistics Framework
(Jeffrey Gil and Robyn Najar, Flinders University, Australia)
3 ESL vs EFL Learners: The Benefits of Combining Language Acquisition and Explicit Instruction Approaches
(Claude Goldenberg and Ken Romeo, Stanford University, USA)
4 Learner Autonomy in the Eastern and Western Contexts
(Wen-Cheng Hsu, Xi’an Jiaotong-Liverpool University, China)
5 EFL Teachers’ Professional Learning Needs: Working with Multimedia and the CLOUD
(Shirley O’Neill, University of Southern Queensland, Australia)
6 English Teachers as Moral Agents: Behind the Facade of English as a Lingua Franca
(Hangyan Lu, Centennial College, Hong Kong SAR, China)
7 Influence of Language Background on English Reading Comprehension Skills: Cross-language Transfer Effects
(Amir Sadeghi and John Everatt, University of Canterbury, New Zealand)
8 Deconstructing ‘Mono’-lingualism: Considerations of Value for ‘English’ ‘Language’ Education in a Global Setting
(Nick Pilcher and Kendall Richards, Edinburgh Napier University, UK)
9 Examining Globalisation as a Guiding Paradigm in English Education
(Barrie Barrell, Memorial University of Newfoundland, Canada)
10 The Dilemma of Matching Learning Styles and Teaching Styles in English Language Classrooms
(Wai Lam Heidi Wong, Aditi Dubey-Jhaveri and Lap Tuen Wong, University of Canterbury, New Zealand, and others)
Part II – The Practices of English Language Education in the Selected Parts of the World
11 Exporting Trained TESOL Professionals, not Just Native Speakers: A Case Study of Georgia State University
(Kris Acheson and Justin Taylor, Georgia State University, USA)
12 Faculty Perceptions of ESL Students’ Academic, Linguistic, and Cultural Preparedness and Effective Teaching Practices
(Alana Hoare and Jim Hu, Thompson Rivers University, Canada)
13 Language Policy and Practice in Multilingual Britain: Perspectives from Mainstream and Complementary Linguistically-Diverse Classrooms
(Androula Yiakoumetti, Oxford Brookes University, UK)
14 ELT Practice in Australia across Three Sectors: State Education, Migrant Education, and ELICOS
(Michael Carey and Ann Robertson, University of the Sunshine Coast, Australia)
15 An Undergraduate TESOL Practicum in a New Zealand University
(Moyra Sweetnam Evans, University of Otago, New Zealand)
16 The Practices of English Language Teaching in Postcolonial India
(Senkamalam Periyasamy Dhanavel, Indian Institute of Technology Madras, India)
17 A Critical Evaluation of Current Practices of English Language Teaching in Singapore
(Chitra Shegar, National Institute of Education, Singapore)
18 Towards a Breakthrough in the Deadlocked English Language Education in Japan
(Hiroshi Hasegawa, Curtin University, Australia)
19 The Shifting Focus of English Teaching for Undergraduate Non-English Major Students: Reforms and Practices at Tsinghua University in China
(Meihua Liu and Weimin Zhang, Tsinghua University, China)
20 Reflection in Practice: Practical Considerations in the Development of English for Academic/Specific Purposes Materials in Hong Kong
(Ken Lau, The University of Hong Kong, Hong Kong SAR, China)
Part III – The Issues and Challenges of English Language Education in the Selected Contexts
21 English Language Education in the United States: Past, Present and Future Issues
(Peter De Costa and Kongji Qin, Michigan State University, USA)
22 English Language ‘Education’ or ‘Industry’? Bridging Parallel Discourses in Canada
(Rika Tsushima and Martin Guardado, McGill University, Canada and University of Alberta, Canada)
23 English Language Education at University: Trends and Challenges in Teaching and Learning Academic Discourse in the UK
(Aisling O’Boyle, Queen’s University Belfast, UK)
24 The Issues and Challenges of Teaching English as a Second Language in Western Australia: A Focus on Students with African Refugee Backgrounds
(Noah Mbano and Rhonda Oliver, Curtin University, Australia)
25 English Language Teaching in New Zealand: Against All Odds?
(Diane Johnson, The University of Waikato, New Zealand)
26 English Language Education in India: Contemporary Issues
(Helen Boyd Toraskar, Centennial College, Hong Kong SAR, China)
27 Seeking Commonality in Diversity: Challenges in Designing and Delivering an Innovative Academic English Language Writing Course at the National University of Singapore
(Mark Brooke, National University of Singapore, Singapore)
28 Formal English Education in Japan: What Causes ‘Unsuccessful’ English Language Learning?
(Masanori Matsumoto, Bond University, Australia)
29 Profiling Chinese EFL Learners in relation to their Vocabulary Learning Strategy Use
(Xuelian Xu, Xi’an Jiaotong-Liverpool University, China)
30 The Political and Economic Challenges of English Language Education in Hong Kong
(Arthur McNeill, Hong Kong University of Science and Technology, Hong Kong SAR, China)
Index
The book will be useful for teachers and students of English language, for English language curriculum and materials developers, and for those involved in educational policy-making and language acquisition research. Written by experts in the field, the range of content covered in the book chapters will help policy-makers, researchers and practitioners develop effective English language education practices and policies, and propose solutions to emerging issues in English language teaching and learning in different environments around the world. The newly-developed arguments and concerns pertaining to English language education will serve as future reference for professionals interested in this area of expertise.
“The impact of English as a global language in many spheres of international life has been both rapid and dramatic. This very timely volume on the globalisation of English language education has much to offer readers. Not only does it draw together important theoretical perspectives from which to position the overall theme of the volume, but it also provides rich accounts of international pedagogical processes and practices. It sets out important agendas relating to innovation and change into the future, while at the same time including realistic debates on the challenges involved. The scale and depth of this volume will make an important contribution for several years to come.” – Anne Burns, Professor of TESOL, The University of New South Wales, Australia, Professor Emerita, Aston University, UK
“This is very much a book for 21st century English language education. Focussed on the impact of globalisation on language use and language practices, the contributors raise a number of central and challenging questions in both theory and practice, critically probing key issues for teaching and learning and the place of English and Englishes in learning across a range of different educational settings. Highly recommended.” – <strong>Ronald Carter, Emeritus Professor, The University of Nottingham, UK
“English is widely regarded as a global language with myriad uses and roles that are constantly changing. This thematically coherent edited book collection provides fresh perspectives on conceptual issues and informed discussions on pedagogic practices. This book is an invaluable resource for practising teachers, teacher educators, students of Applied Linguistics and researchers alike.” – <strong>Constant Leung, Professor of Educational Linguistics, King’s College London, UK
“This book is both informative and stimulating. The contributions provide practitioners and theorists with an impressive panorama of what is happening globally in their professional world. In selected but representative parts of that world, they focus on details and processes, often in areas not often dealt with in accessible publications. The book will appeal equally to the newcomer who seeks orientation and to the experienced reader who wants to reflect on where we are and where we are going in English language education.” – <strong>William Littlewood, Honorary Professor, Hong Kong Baptist University, Hong Kong SAR, China
“The chapters in this impressive edited book collection offer unique and fascinating perspectives on theoretical debates, issues and challenges involved in language teaching and language teacher education today. With contributions by established as well as emerging scholars, this book provides an invaluable account of how language teaching policies and practices world-wide are responding to issues raised by the globalisation of English. It will be an essential reference for curriculum specialists, researchers, teacher educators, and teachers interested in new directions in research and practice in English language education.” – <strong>Jack Richards, Honorary Professor, The University of Sydney, Australia; The University of Auckland, New Zealand
“Here is a collection that gives glimpses into what is current in the teaching and learning of English around the world. Perhaps the word ‘glimpses’ doesn’t do the book justice.” <a href=”https://novapublishers.com/wp-content/uploads/2019/05/Book-Review-English-Language-Education-in-a-Global-World_Practices-Issues-and-Challenges-Lewis.pdf” target=”_blank”>READ MORE…Marilyn Lewis, The University of Auckland, New Zealand. Published in TESOLANZ Newsletter; April 2017 Issue
