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One of the tools that English language teachers use to effectively carry out English language teaching and learning is materials. In this context, English language teachers and English language teacher candidates must have the necessary knowledge and skills regarding creating and designing English language teaching and learning materials. For this reason, in many universities around the world, courses related to material design and development are taught in departments that train English language teachers. Following current developments in foreign language materials design and development is a priority for publishing houses, especially those that design textbooks in the light of current approaches. Thus, this book provides textbook publishers and English language teacher trainees, teachers, academicians and practitioners with the current theoretical and practical directions in developing, designing, and implementing materials to enhance foreign language learning and use.
ELT through Social Media is a kind of reference book which provides the platform to the researchers to explore the new horizons of ELT using Social Media.
In one of the contributions to this edited volume an interviewee argues that "English is power". For researchers in the field of English Studies this raises the questions of where the power of English resides and which types and practices of power are implied in the uses of English. Linguists, scholars of literature and culture, and language educators address aspects of these questions in a wide range of contributions. The book shows that the power of English can oscillate between empowerment and subjection, on the one hand enabling humans to develop manifold capabilities and on the other constraining their scope of action and reflection. In this edited volume, a case is made for self-critical English Studies to be dialogic, empowering and power-critical in approach.
In the dynamic of constantly evolving field of foreign language instruction, marked by continuous advancements and growing difficulties, the need for innovation, teamwork, and adaptation becomes increasingly apparent. When educators, politicians, and scholars study language education, they realize that solving current problems demands a complete and all-encompassing strategy. Effective foreign language instruction requires a deep understanding of teaching methods, proficiency in modern teaching techniques, keeping up with technological advancements, recognizing cultural influences, and understanding the wide-ranging effects of policy decisions. Within this complex and diverse setting, educators have the responsibility of not only teaching language skills but also creating a conducive atmosphere that promotes creativity and facilitates cooperation. Policy Development, Curriculum Design, and Administration of Language Education unites a wide range of voices, viewpoints, and research methods to illuminate the complex difficulties encountered by language educators. The book provides insights that are applicable to different educational policies, and ongoing professional development for language instructors. Covering topics such as collaborative writing, linguistically responsive teachers, and second language teaching, this book is an excellent resource for scholars, researchers, language instructors, pre-service teachers, policymakers, administrators, and more.
This book brings together renowned scholars and new voices to challenge current practices in ELT materials design in order to work towards optimal learning conditions. It proposes ideas and principles to improve second language task design through novel resources such as drama, poetry, literature and online resources; and it maps out a number of unusual connections between theory and practice in the field of ELT materials development. The first section of the book discusses how innovative task-writing ideas can stretch materials beyond the current quality to make them more original and inspiring; the second part examines how different arts and technologies can drive innovation in coursebooks; the third section describes how teachers and learners can participate in materials writing and negotiate ways to personalize learning.
This book sets out duoethnography as a method of research, reflective practice and as a pedagogical approach in English Language Teaching (ELT). The book provides an introduction to the history of duoethnography and lays out its theoretical foundations. The chapters then address duoethnography as a research method which can be used to explore critical and personal issues among ELT teachers, discuss how duoethnography as a reflective practice can aid teachers in understanding themselves, their colleagues or their context, and demonstrate how duoethnography can be used as a pedagogical tool in ELT classrooms. The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.
Particularly in times of a crisis, an employee-led training (ELT) system is a cost-efficient way to give employees the further education they deserve and need to stay on top of things, and to increase their ability to be efficient and effective. An ELT system accrues very few costs while having copious benefits, such as motivated, broadly positioned employees who understand the procedures and interfaces in the company and can thus work much more efficiently, while being enabled to network, cooperate, and communicate on a new level. The employees will identify with the organization and the solidarity between headquarters and branch offices will enhance tremendously. The seminars are well targeted and easy to understand for the employees, as a colleague, who knows exactly which lingo and examples to use, holds them. The knowledge transferred is practical and the employees can implement it into their daily work immediately. The organization itself not only becomes transparent towards its employees, it also sets a new standard by pointing out that employer-employee work relationships can go beyond the maliciously obedient work that is rewarded with a pay-check at the end of the month. All parties involved benefit from the ELT system and it requires a minimal amount of administration work, which the personnel development within the HR department covers. The extra work that has to be conducted by the in-house trainers is factually compensated by their chance to distinguish themselves in the organization and to further their work portfolio. They become powerful multipliers. This study sheds light on the ELT system using the practical example of Stage Entertainment Germany, while providing a process description, describing assets and drawbacks, as well as the implementation of the resulting improvements in the new business year. It can be used as a guide to implement an ELT system at a similar organization.
Recent trends in English Language Teaching (ELT) research necessitates the study of course books and instructional materials from various perspectives including but not limited to their cultural, social, and psychological qualities and effects (Kramsch 2000). Age, social class, and gender, as represented in course books are studied because teachers and students are exposed to many words and images effecting their knowledge, perceptions and world views. In this critical research study, visual materials in two ELT course books are studied by using the insight and perspective derived from Cunningsworth (1995) who had previously examined how age, social class, and gender were represented in ELT course books. It is believed that by focusing on how characters are depicted, possible injustice and imbalance these visual materials may transmit and strengthen stereotypical thinking in students' mindsets will be articulated, verbalized, and eventually solutions will be suggested. Findings revealed that many social imbalances were detectable in these visual materials both quantitatively and qualitatively. (Contains 4 tables.) [Title and abstract are provided in both English and Turkish. This paper was published in: Hacettepe Universitesi Egitim Fakultesi Dergisi 28: [2005] 29-38.].
This study explores the contemporary phenomenon of English as an international language, and sets out to analyze how and why the language has become so dominant. It examines the historical spread of the language, the role it plays in Third World countries, and the ideologies it transmits.