Faces of English Education provides an accessible, wide-ranging introduction to current perspectives on English language education, covering new areas of interest and recent studies in the field. In seventeen specially commissioned chapters written by international experts and practitioners, this book: offers an authoritative discussion of theoretical issues and debates surrounding key topics such as identity, motivation, teacher education and classroom pedagogy; discusses teaching from the perspective of the student as well as the teacher, and features sections on both in- and out-of-class learning; showcases the latest teaching research and methods, including MOOCs, use of corpora, and blended learning, and addresses the interface between theory and practice; analyses the different ways and contexts in which English is taught, learned and used around the world. Faces of English Education is essential reading for pre- and in-service teachers, researchers in TESOL and applied linguistics, and teacher educators, as well as upper undergraduate and postgraduate students studying related topics.
English and Its Teachers offers a historical overview of the development of secondary English teaching in schools over the past 50 years. Initially charting the rise of a new progressive approach in the 1960s, the book then considers the implications for the subject and its teachers of three decades of central policy intervention. Throughout, document and interview data are combined to construct a narrative that details the fascinating and, at times, turbulent history. The book is divided into two main parts – ‘The age of invention’ and ‘The age of intervention’. The first of these sections details how innovative English teachers and academics helped to develop a new model. The second section explores how successive governments have sought to shape English through policy. A final part draws comparisons with the teaching of the subject in other major English-speaking nations and considers what the future might hold. English and Its Teachers is a valuable resource for those interested in the teaching of English in secondary schools, from new entrants to the profession, to experienced teachers and academics working in the sector.
Showcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice related to rurality. Based on the assumption that “rurality” is a social construct, CREP critiques deficit-laden stereotypes and renderings of rural places and people that circulate in media, popular discourse, and even education at times. In doing so, CREP opens up possibilities for educators and students to use the English classroom as a space to better understand the complex issues they face as rural people and ways to promote more nuanced and comprehensive representations of rurality. In particular, this book highlights English rural classrooms whereby students examine representations of rurality in literary and media texts; decenter dominant settler-colonist narratives of rural spaces, places, and people; develop understandings of Indigenous perspectives and cultural practices, particularly related to land stewardship; and engage in local outreach to promote inclusivity within rural communities. This book also gives special attention to ways race and racism may factor into literacy education in rural contexts and possibilities for rural educators to attend to these issues.
The present book 'Pedagogy of English' is designed to cater to the needs of the B.Ed students studying English as a pedagogical subject across various Universities in the world, especially in India. Teaching of English effectively goes with an intense passion for teaching where professional competence and professional ethics are of vital importance. English is taught as a foreign language in some countries of the world and as a second language in the countries like India. People have easily adapted the western style in dress, food habits and some of the cultural attributes of the English people. But with regard to using the language English for communication purposes both in personal and professional life; the Indians feel it very difficult. Many a time the people are able to understand the English spoken by other people, but find it very difficult to respond in English. The reason for this handicap is that no Indian school teaches English in a formal manner, but functional English alone is taught. Furthermore the Indian students have less exposure to English communication environment. School is the only place where the students have the opportunity to get exposed to learn English. Even at schools only one period of 45 minutes is allocated for teaching of English, which is not sufficient to learn a rich foreign language like English. Added to this, the major number of parents especially in rural areas do not know English and not in a position to help their kids in learning English at their respective homes. Even at school final examinations, writing skill of students are alone evaluated. Importance to other language skills namely listening, speaking and reading is completely ignored. Hence the students even after acquiring so many degrees and diplomas are not able to find a suitable employment because of their lack of sufficient skill in communicative English. The English teachers have to explore new innovative techniques, strategies, approaches and methods using electronic gadgets in their day to day class room teaching. The present book come to the rescue of the teachers to become a great master in teaching of English as it has exhaustively covered all areas to become a perfect and efficient English teacher. The book covers in its content aims and objectives of English, planning for teaching of English, various pedagogical skills for teaching of English, methods and approaches that can be used to make teaching of English more effective, methods to teach Prose, Poem, Grammar and Composition, Testing and evaluation in an English classrooms and different kinds of teaching learning materials to make English learning more interesting. Through a long persistent practical experience, it has been ascertained that the young English prospective teachers experience difficulties while learning English as a Pedagogy Subject. This book is a sincere attempt to provide the primary rules of teaching English to all teacher trainees in a very lucid form irrespective of their socio-economic background. Besides teacher trainees, practicing teachers and others who use English Language for day to day communications may also use this book as a quick reference and getting their doubts cleared.English is taught in Indian schools as a second language and acquiring teaching skills in teaching the language requires meticulous planning, hard work and perseverance, beside an intense passion for teaching of English. English is a skill subject and regular practice in various skills of the language namely, listening, speaking, reading and writing and everyday exposure to the language can be the most effective strategy to master the language in its various skills. As such, the present book is written in such a way that any English language lover can easily become more attracted to learning of English and become masters by applying the concepts stated in the book in a systematic way.
In this Handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system. Responding to current state and federal mandates that require educators to link their practices to sound research results, it is designed to help educators to define, select, and defend realistic educational practices that include and serve well their English language learning student populations. A critical and distinctive feature of this volume is its non-technical language that is accessible to general educators who have not been trained in the fields of second-language development and applied linguistics. Each chapter begins with a thorough discussion of the recommended practices, followed by a description of the research that supports these practices. The rigor of reported research is contained, but this research is written in a lay person’s terminology, accompanied by bibliographies for readers who wish to read about the research in technical detail. The volume is structured around four themes: • In the Elementary Classroom • In the Middle and Secondary Classroom • School and Community Collaboration • School and District Reform. Inclusive Pedagogy for English Language Learners is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education of linguistically and culturally diverse students.
This engaging volume on English as an Additional Language (EAL), argues persuasively for the importance of critical participatory pedagogies that embrace multilingualism and multimodality in the field of TESOL. It highlights the role of the TESOL profession in teaching for social justice and advocacy and explores how critical participatory pedagogies translate into English language teaching and teacher education around the world. Bringing together diverse scholars in the field and practicing English language teachers, editors Polina Vinogradova and Joan Kang Shin present 10 thematically organized units that demonstrate that language teaching pedagogy must be embedded in the larger sociocultural contexts of teaching and learning to be successful. Each unit covers one pedagogical approach and includes three case studies to illustrate how English language teachers across the world implement these approaches in their classrooms. The chapters are supplemented by discussion questions and a range of practical sources for further exploration. Addressing established and emerging areas of TESOL, topics covered include: Critical and postmethod pedagogies Translingualism Digital literacy and multiliteracies Culturally responsive pedagogy Advocacy Featuring educators implementing innovative approaches in primary, secondary, and tertiary contexts across borders, Contemporary Foundations for Teaching English as an Additional Language is an ideal text for methods and foundational courses in TESOL and will appeal to in-service and preservice English language teachers as well as students and teacher educators in TESOL and applied linguistics.
Pedagogy - not technology - drives effective online instruction. The authors of this book discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. Learn how the online medium offers opportunities to explore new and exciting possibilities in teaching and learning. Includes online resources.
This volume offers insights in current theoretical discussions, observations, and reflections from internationally and regionally celebrated scholars on the theory and practice of teaching English informed by a new school of thought, English as an International Language (EIL). This volume provides readers (scholars, teachers, teacher-educators, researchers in the relevant fields) with: Knowledge of the changing paradigm and attitudes towards English language teaching from teaching a single variety of English to teaching intercultural communication and English language variation. Current thoughts on the theory of teaching English as an international language by internationally-celebrated established scholars and emergent scholars. Scholarly descriptions and discussions of how English language educators and teacher-educators translate the paradigm of English as an International Language into their existing teaching. Delineation of how this newly emerged paradigm is received or responded to by English language educators and students when it is implemented. Readers have a unique opportunity to observe and read the tensions and dilemmas that educators and students are likely to experience in teaching and learning EIL.
