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This volume comprises 11 research-led accounts from Teaching English to Young Learner (TEYL) educators working in a range of diverse settings worldwide. The innovative practical and theoretical perspectives offer some important insights into effective TEYL pedagogy for the 21st century.
Young Learner English Language Policy and Implementation: International Perspectives Over the past three decades, there has been a huge expansion across the world in school programmes for the teaching of English to young learners. Much of this growth is due to global forces which currently demand ever-increasing levels of communication in English across continents. This publication, resulting from the conference The Way Forward: Learning from International Experience of TEYL held in Bangalore, India, in 2008, seeks to address these issues, responding to concerns that there is often insufficient guidance available to decision-makers at ministry level regarding the policy and practical implications of an early start for English. Young Learner English Language Policy and Implementation: International Perspectives is a collection of 28 papers which reflect the insights of a group of academics, policy makers, senior educationalists and practitioners who have been important contributors internationally, regionally or in their own countries, to debates about YL policy and implementation. These papers represent a significant contribution to current thinking on effective YL language policy formulation, the design of appropriate programmes for implementation and the sustainable implementation of policy at local and national levels. Three themes were evident in many of the conference presentations and are also reflected in these papers: the specific impact of global factors on policy decisions and classroom practices; the challenges of policy and its implementation; broader and more local language issues and their impact on policy. The first section of this book contains country-specific case studies which provide analyses of a range of policy issues in state school provision for TEYL, including some recommendations for policy makers in planning and shaping their future national provision. The second section includes accounts of innovations, experiments or small-scale projects in the YL field from the state and private sectors, across a range of countries. This volume will be of considerable interest to a wide range of policy makers in ministries and educational institutions, researchers, teacher educators and anyone concerned with YL English language policy and implementation. For ESP SIG titles published by Garnet Education, please visit the Journals and Academic Papers section.
This volume comprises 11 research-led accounts from Teaching English to Young Learner (TEYL) educators working in a range of diverse settings worldwide. The innovative practical and theoretical perspectives offer some important insights into effective TEYL pedagogy for the 21st century.
This edited book provides professionals in the field of English Language Teaching (ELT) with a situated and culturally-responsive account of diversity and inclusion in English language education, from primary to higher education and in a wide range of settings. The volume focuses on three overlapping areas: interculturality, special education needs, and gender. The chapters in each section seek to help readers reflect on the opportunities and challenges of diversity as a step towards inclusive practices, and raise awareness of critical topics across the curriculum and beyond by engaging in wider social issues. This book will be of interest to language teachers and teacher trainers, as well as scholars working in applied linguistics, higher education, intercultural studies, and related fields.
This book offers a range of perspectives and insights from around the world on the teaching and learning of listening, speaking, reading and writing. It brings together contributors from across six continents, who analyse a wide range of teaching and learning contexts, including primary, secondary, tertiary, private, and adult ESL/EFL classes. In doing so, they provide locally relevant accounts that nonetheless resonate with other contexts and wider concerns. This informative and practical edited collection will appeal to students and scholars who are interested in the four building blocks of language learning, as well as language education and teacher education.
This book brings together leading voices in contemporary English education under the banner of the International Federation for the Teaching of English (IFTE). Chapters look at the changing face of English from the perspective of policy makers, teachers, and students. They consider technological advances in a global society and point to the emerging possibilities for this traditional school subject.
This book showcases how teacher educators from diverse backgrounds, contexts, and realities approach English language teacher education with a critical stance. Organized into nine parts that explore different facets of English Language Teaching, each section opens with theoretical considerations chapters and features 24 practical application chapters. Written by renowned scholars including Graham Hall, Lili Cavalheiro, and Mario López Gopar, among others, the theoretical considerations chapters offer concise insights into current issues and controversies in the field, point out opportunities for criticality, and discuss implications for teacher education. Written by critically-oriented teacher educators/researchers from various parts of the world including Brazil, Germany, Morocco, Sweden, Turkey, and the USA, among others, the practical application chapters exhibit various ways to incorporate critical approaches in reshaping current teacher education practices (ranging from critical and queer pedagogy to translanguaging to multilingualism) along with a critical reflection of the potentials and the challenges involved in their application.
Literature teaching remains central to the teaching of English around the world. This edited text brings together expert global figures under the banner of the International Federation for the Teaching of English (IFTE). The book captures a state-of-the-art snapshot of leading trends in current literature teaching, as well as detailing predicted trends for the future. The expert scholar and leading teacher contributors, coming from a wide range of countries with fascinatingly diverse approaches to literature teaching, cover a range of central and fundamental topics: literature and diversity; digital literatures; pedagogy and reader response; mother tongues; the business of reading; publishers, adolescent fiction and censorship; assessing responses to literature; the changing definitions of literature and multimodal texts. The collection reviews the consistently important place of literature in the education of young people and provides international evidence of its enduring value and contribution to education, resisting the functionalist and narrowly nationalist perspectives of misguided government authorities. International Perspectives on the Teaching of Literature in Schools will be of value to researchers, PhD students, literature scholars, practitioners, teacher educators, teachers and all those in the extensive academic community interested in English and literacy around the world.
Bringing together motivation-related practical concerns and debates from diverse international contexts and educational settings where English is learned, this book shows how locally produced insights and issues can have wider global significance, resonating with the experiences and concerns of English teachers and learners across the world.