Overview

The book is of interest to scholars of multilingualism, language teachers, researchers, and administrators who are developing policies on teaching English and promoting multilingualism. Given its scope, this edited collection provides an overview of how multilingualism is transforming the practice of Teaching English to Speakers of Other Languages (TESOL) in diverse contexts around the world. It serves as a platform for discussions related to policy enactment where TESOL and multilingualism are viewed as collaborative endeavours and approaches the topic from three different angles. The first section of the book provides critical examinations of previous initiatives and accomplishments in the area of language policy development and implementation. The second section describes current projects and initiatives intended to expand and strengthen the field of TESOL while providing space for local and indigenous languages to develop. The third and last part of the book highlights policy development areas that need special consideration in order to develop a form of TESOL that builds on and contributes to multilingualism. 

Full Product Details

Author:   Kashif Raza ,  Christine Coombe ,  Dudley Reynolds
Publisher:   Springer Verlag, Singapore
Imprint:   Springer Verlag, Singapore
Edition:   1st ed. 2021
Weight:   0.698kg
ISBN:  

9789811636028

ISBN 10:   9811636028
Pages:   300
Publication Date:   23 August 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

Past, Present and Ways Forward: Towards Inclusive Policies for TESOL and Multilingualism Kashif Raza, Christine Coombe, Dudley Reynolds Part I           The Past Policy and Pedagogical Reform in Higher Education: Embracing Multilingualism Maria Chiras and Angelica Galante Bilingual Education in Brazil Luciana de Oliveira and Camila Höfling Global ESOL Assessment Practices: The Washback Effect and Automated Testing in China Chen Li and Shahid Abrar-ul-Hassan The Discursive Constructions of TEFL: Key Themes in the National Policies and Curriculum Documents of Two Indonesian Universities and Their Possible Ecological Reconstructions Ribut Wahyudi English Language Teaching Development in the Midst of Morocco’s Continuing Language Policy Conundrum Awatif Boudihaj and Meriem Sahli The Mythic and the Authentic Value of English in the African Classroom: A Policy Perspective Barbara Trudell Multilingualism Through English Dominated Bilingual Policy: Integration of International Students in Modern Singapore Catherine Siew Kheng Chua Part II        The Present Enhancing Equity for English Learners Through the Seal of Biliteracy: Policy/Practice Pitfalls and Possibilities Peter De Costa, Kasun Gajasinghe, Curtis Green-Eneix, and Robert Randez The Ideologies of English as Foreign Language (EFL) Educational Policies in Korea: The Case of Teacher Recruitment and Pre-Service Teacher Education Youngeun Jee and Guofang Li Enacting a Multilingual Policy for Economic Growth: Exploiting the China-Pakistan Economic Corridor Project to Create Linguistic Harmony in Pakistan Kashif Raza Marginalized Students and Linguistic Challenges at Intensive English Programs in Lebanon Tamara Khalili Humoristic Translanguaging in Intercultural Communication in Qatar: Merits, Limitations and its Potential Contribution to Policy Development Irene Theodoropoulou TESOL’s Way Forward to Policy Development and Multilingualism in EMI Shelley K. Taylor Working Sideways for Change: Extending the Notion of Ideological and Implementational Space Fiona Willans Translanguaging as a Key to Socially Just English Teaching in Finland Kristiina Skinnari, Päivi Iikkanen, and Johanna Ennser-Kananen English as a Mediator for Communication and Understanding: The Case of Israel and Palestine Anastasia J. Khawaja, Valerie S. Jakar and Brigitta Schvarcz  Part III       The Way Forward Building English Language Resources of Multilinguals Dudley Reynolds From TESOL to TOLSE: Plurilingual Repertoires at the Heart of Language Learning and Teaching Sílvia Melo-Pfeifer An Overview of Turkey’s Policy Development in TESOL and Multilingualism Melike Ünal Gezer, Yasemin Kırkgöz, and L. Quentin Dixon A Bourdieusian and Post-Colonial Perspective on Collaboration Between NESTs and NNESTs Qinghua Chen and Angel Lin Dominant Language Constellations: Teaching and Learning Languages in a Multilingual World Larissa Aronin 

Reviews

“This book is a valuable contribution to applied linguistics and presents a collection of rich examples for educational stakeholders looking to mobilize asset-based perspectives of multilingualism.” (Katharine Glanbock, Language Policy, October 16, 2023)

Author Information

Kashif Raza has an MA in English Language and Literature from University of Sargodha, Pakistan, an LLB from the University of Punjab, Pakistan, and an MA TESOL from Oklahoma City University, USA. He is a Ph.D. student at Werklund School of Education, University of Calgary, Canada, specializing in educational leadership and policy, and is currently a lecturer in English and a faculty senator at Qatar University’s Foundation Program. As a multilingual speaker of Urdu, Punjabi, English, Arabic, and Persian, and with academic background in ELT and law, Kashif has been involved in teaching, leadership, developing and supervising EAP and ESP law courses, and planning and implementing English education policies at department, college, and university levels. His research interests include language policy and planning, bi/pluri/multilingualism, language program leadership, teacher development, expectations and perceptions in education, SLW, legal English, and translation. Kashif also serves on the editorial board of a book series edited by Dr. Christine Coombe, entitled “English Language Teaching: Theory, Research and Pedagogy” and published by Springer. He also translated Dr. Dudley Reynold’s research report on Language Policy in Globalized Contexts in Urdu which was published by WISE Qatar.  Christine Coombe has a Ph.D. in Foreign/Second Language Education from the Ohio State University. She is currently an associate professor of General Studies at Dubai Men’s College in the UAE. Christine is a co-editor and co-author of numerous volumes on F/SL assessment, research, leadership, teacher evaluation, and TBLT. Her most recent publications are the Role of Language Teacher Associations in Professional Development (2018, Springer) and Innovation in Language Learning and Teaching: The Case of the Middle East and North Africa (2019, Palgrave MacMillan). Christine served as the president of the TESOL International Association (2011–2012) and in 2017 was named to TESOL’s 50@50 which “recognizes professionals who have made significant contributions to the TESOL profession within the past 50 years.” Dr Coombe is the 2018 recipient of the James E. Alatis Award which recognizes exemplary service to TESOL.    Dudley Reynolds is a teaching professor of English at Carnegie Mellon University in Qatar. He served as the president of TESOL International Association in 2016-2017 and has been a teacher and researcher of multilingual language learners for over 30 years, working primarily with learners of English. His research addresses issues in language education policy, developmental patterns in additional language learning, curricular and pedagogical approaches to literacy development, teacher education and learning. Among his recent publications is a report on Language Policy in Globalized Contexts for the World Innovation Summit for Education (wise-qatar.org).

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