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Book Details
Abstract
This book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher education programs, courses, units in a course, and activities from diverse geographical and institutional contexts, which together demonstrate a variety of possible approaches to preparing teachers to teach EIL. The book helps create a space for the exploration of EIL teacher education that cuts across English as a Lingua Franca, World Englishes and other relevant scholarly communities.
Aya Matsuda is Associate Professor of English at Arizona State University, USA. She has published widely on World Englishes and language teaching and is the editor of Principles and Practices of Teaching English as an International Language (2012, Multilingual Matters).
This book is timely in that it takes up the challenge of change: it brings together, from the perspectives of World Englishes and English as a Lingua Franca, various innovative proposals for teacher education that seek to take appropriate pedagogic account of the global role of English in today's world.
In this important new book on Teaching English as an International Language, Aya Matusuda has brought together a unique collection of more than 30 EIL practitioners and researchers from around the world, including Australia, Brazil, Italy, Japan, Russia, Singapore, Turkey, Vietnam and elsewhere. The inclusion of a collection of pedagogical ideas in the final chapter makes this an original and welcome contribution to the EIL literature.
This volume is a significant contribution to the field of EIL and ELT education. Each chapter responds to fill the gap about teaching of EIL that still remains at theoretical level (Matsuda, 2012) in teacher education. Thus, it is clear that this volume achieves its purpose of bridging the theory/practice division and offering both theoretical models and a wide range of sample materials for teacher educators who are interested in adopting or integrating EIL perspectives in their teacher education programs, courses, units, or lessons.
Seyma Toker, Pennsylvania State University, USA
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Contents | v | ||
| Contributors | vii | ||
| Introduction | xiii | ||
| Part 1 Theoretical Frameworks | 1 | ||
| 1 Foundations of an EIL-aware Teacher Education | 3 | ||
| 2 A Framework for Incorporating an English as an International Language Perspective into TESOL Teacher Education | 19 | ||
| Part 2 Teacher Preparation Programs | 33 | ||
| 3 A New Model for Reflexivity and Advocacy for Master’s-Level EIL In-Service Programs in Colombia: The Notion of ‘Learning and Teaching Processes in Second Languages’ | 35 | ||
| 4 US-based Teacher Education Program for ‘Local’ EIL Teachers | 51 | ||
| Part 3 Courses Dedicated to Teaching EIL | 67 | ||
| 5 Global Englishes for Language Teaching: Preparing MSc TESOL Students to Teach in a Globalized World | 69 | ||
| 6 Training Graduate Students in Japan to be EIL Teachers | 87 | ||
| 7 Practices of Teaching Englishes for International Communication | 100 | ||
| 8 Preparing Teachers to Teach English as an International Language: Reflections from Northern Cyprus | 114 | ||
| Part 4 EIL-informed Courses on Another ELT Topic | 129 | ||
| 9 Preparing Preservice Teachers with EIL/WE-oriented Materials Development | 131 | ||
| 10 Addressing Culture from an EIL Perspective in a Teacher Education Course in Brazil | 147 | ||
| 11 Practicing EIL Pedagogy in a Microteaching Class | 157 | ||
| Part 5 Independent Units on Teaching EIL | 167 | ||
| 12 A Global Approach to English Language Teaching: Integrating an International Perspective into a Teaching Methods Course | 169 | ||
| 13 English as a Lingua Franca in an Online Teacher Education Program Offered by a State University in Brazil | 181 | ||
| 14 WE, EIL, ELF and Awareness of Their Pedagogical Implications in Teacher Education Programs in Italy | 195 | ||
| Part 6 Lessons, Activities and Tasks for EIL Teacher Preparation | 209 | ||
| 15 Lessons, Activities and Tasks for EIL Teacher Preparation | 211 | ||
| Think Local, Write in English: Writing across Cultures | 211 | ||
| Foods and Englishes | 214 | ||
| Becoming an International Lingua Franca User through the Negotiation of Meaning | 217 | ||
| Language and Literacy Self-Assessment | 218 | ||
| Design, Implementation and Evaluation of ELF-aware Lesson Plans | 221 | ||
| Past and Present: Role of English and Culture in English Language Teaching | 223 | ||
| World Englishes and Computer-Mediated Communication (CMC): Developing an Awareness of EIL via Videoconference | 226 | ||
| John Agard’s ‘Half-Caste’: Standard English and Englishes | 229 | ||
| An English-as-an-International-Language Case Study | 231 | ||
| Devil’s Advocate and Debate: Reflecting on EIL | 235 | ||
| Confronting Linguicism in the Teacher Education Classroom | 237 | ||
| Who Uses English? Awareness of English as an International Language | 240 | ||
| Englishes, ELF and Teacher Education: How to Foster Awareness and Plan Pedagogic Activities | 243 | ||
| Autoethnographic Inquiry Project | 244 | ||
| Index | 247 |