Overview

Bloomsbury World Englishes offers a comprehensive and rigorous description of the facts, implications and contentious issues regarding the forms and functions of English in the world. International experts cover a diverse range of varieties and topics, offering a more accurate understanding of English across the globe and the various social contexts in which it plays a significant role. With volumes dedicated to research paradigms, language ideologies and pedagogies, the collection pushes the boundaries of the field to go beyond traditional descriptive paradigms and contribute to moving research agendas forward. Volume 3: Pedagogies addresses the teaching of English as a world language. Chapters in this volume consider the teaching and learning of English(es) from a range of perspectives and on the basis of experiences and research from many parts of the world.

Full Product Details

Author:   Professor Yasemin Bayyurt (Bogaziçi University, Turkey) ,  Dr Mario Saraceni (University of Portsmouth, UK)
Publisher:   Bloomsbury Publishing PLC
Imprint:   Bloomsbury Academic
Weight:   0.740kg
ISBN:  

9781350065888

ISBN 10:   1350065889
Pages:   320
Publication Date:   17 June 2021
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Active
Availability:   To order  
Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us.

Table of Contents

List of Figures List of Tables List of Contributors Prologue, Jennifer Jenkins (University of Southampton, UK) and Lucilla Lopriore (Roma Tre University, Italy) Introduction, Yasemin Bayyurt (Bogaziçi University, Turkey) Part 1: General Principles 1. Incorporating Ontological Reflection into Teacher Education about English for Global Learners: A Rationale and some Guiding Principles, Chris Hall (York St John University, UK) 2. English Language Development in the Global Classroom: Revisiting Key Constructs of Second Language Acquisition Theory, Dustin Crowther (University of Hawai’i at Manoa, USA) 3. Moving from Conceptualizations to Implementation of a Global Englishes Perspective in ELT: Critical Issues in Pedagogy, Seran Dogançay-Aktuna (Southern Illinois University Edwardsville, USA) and Joel Hardman (Southern Illinois University Edwardsville, USA) 4. World Englishes, English as a Lingua Franca and ELT Materials: A Critical Perspective, Paola Vettorel (University of Verona, Italy) 5. Materials and Activities in Teaching English as a Global Language: Using Online Resources to Stimulate Innovation, Mona Syrbe (Rikkyo University, Japan) and Heath Rose (University of Oxford, UK) Part 2: Native Speakerism 6. Negotiating Nativespeakerism in TESOL Curriculum Innovation, Nicola Galloway (University of Glasgow, UK) 7. Beyond ‘Native’ and ‘Non-Native’ English-Speaking Teachers: Teacher Identity and the Knowledge Base of Global Englishes Language Teachers, Ali Fuad Selvi (METU Northern Cyprus Campus, Cyprus) and Bedrettin Yazan (University of Texas, San Antonio, USA) 8. Re-Conceptualizing (Non-)Native English Speakers within the Paradigm of Teaching English as an International Language, Aya Matsuda (Arizona State University, USA) 9. Tackling Native-Speakerism through ELF-Aware Pedagogy, Rob Lowe (Tokyo Kasei University, Japan) and Marek Kiczkowiak (TEFL Equity Advocates & Academy, Leuven, Belgium) Part 3: English as a Medium Of Instruction 10. Teaching WE and ELF in EMI from an ELF Perspective: A Case Study at a University in the Expanding Circle, Kumiko Murata (Waseda University, Japan) 11. Implementing Critical Pedagogy of Global Englishes in ELT in Asia from the Lens of EMI and Intercultural Citizenship, Fan Fang (Shantou University, China) and Will Baker (University of Southampton, UK) 12. Problematizing EMI Programs in Turkish Higher Education: Voices from Stakeholders, Dilek Inal (Istanbul University- Cerrahpasa, Turkey), Yasemin Bayyurt (Bogaziçi University, Turkey) and Feza Kerestecioglu (Kadir Has University, Turkey) 13. A Critical View of Globalization within the Expanded Role of EMI in Japan: Case Study of an Actual Implementation, Jim D'Angelo (Chukyo University, Nagoya, Japan) Part 4: Focus on Specific Contexts 14. The Impact of World Englishes and English as a Lingua Franca in Tertiary Education in the Expanding Circle, Enric Llurda (University of Lleida, Spain) and Guzman Mancho-Barés (University of Lleida, Spain) 15. World Englishes and Critical Pedagogy: Reflections on Paulo Freire’s Contributions to the Brazilian National English as a Lingua Franca (ELF) Curriculum, Savio Siqueira (Bahia Federal University, Brazil) and Telma Gimenez (Universidade Estadual de Londrina, Brazil) 16. Teaching English from a Critical Intercultural Perspective: An Experience with Afro Colombian and Indigenous Students, Claudia Gutiérrez (University of Washington, USA), Janeth Ortiz and Jaime Usma (Universidad de Antioquia, Colombia) 17. English Medium Instruction and Language Planning in Post-Colonial Contexts: Implications for Heritage Language Development, Nkoko Kamwangamalu (Howard University, Washington, USA) Index

Reviews

Bloomsbury World Englishes provides a modern variationist approach to research in Englishes that shifts from traditional descriptive research on formal nation state varieties and recognizes the breadth of variation within any community of speech. It celebrates variation and offers a more accurate understanding of these ever-changing languages that serves distinct and overlapping communities. * Elizabeth Winkler, Professor of Linguistics, Western Kentucky University, USA *

Author Information

Yasemin Bayyurt is Professor of Applied Linguistics at Bogaziçi University, Turkey. General Editor: Mario Saraceni

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