Overview

Re-Envisioning EFL Education in Asia is a ground-breaking collaboration that explores the challenges and opportunities of teaching and learning in Asia. In this third book by our editorial team with teachers and researchers who live and work across the region, Asia comes into its own as a vibrant center of language teaching pedagogy and research through chapters that address contemporary 21st century issues. How borders are envisioned and drawn is critiqued through chapters that, for example, explore multiethnic China and the Asian diaspora's experiences when studying outside Asia. Its chapters speak to teachers and researchers interested in how to re-envision language teaching and learning in their own contexts. From Japan to China, from Korea to Saudi Arabia, the authors share their insights and experiences on topics such as: Critical thinking Genre awareness Intercultural communication Learner autonomy Teletandem learning Multi-agent teaching Identity construction Teacher research Extensive reading Humor competency English-medium instruction Drawing on both theory and practice, they offer a fresh perspective on how EFL education can be re-envisioned to meet the needs and aspirations of Asian learners and teachers in the 21st century. This book is essential reading for anyone interested in EFL education in Asia, whether as a student, teacher, researcher, or policy maker. ★★★ CHAPTERS ★★★★ Developing Critical Thinking Skills: A Pedagogical Inquiry into Japanese Learners of English Masumi Narita, Natsumi Okuwaki, and Gavan Gray ★ Using the Genre-based Approach to Raise University Student Awareness: A Case Study Akiko Nagao ★ A CLIL Course on Karate and Japanese Culture: Developing Intercultural Awareness and Language Learning Barry Kavanagh ★ Promoting Peer Collaboration to Develop Learner Autonomy: Examples from a Self-Access Center (SAC) Dominique Vola Ambinintsoa and Satoko Watkins ★ L2 Identity Construction Through Teletandem Learning Kie Yamamoto ★ Multi-Agent Teaching: A Case Study Anuja M. Thomas and Philip M. McCarthy ★ Students from Asia and Teachers in Paranational Classrooms: Co-Constructing Identities Amidst Stereotypes Mark A. McGuire and Zhenjie Weng ★ Re-Envisioning Teacher Research by Questioning Assumptions: Gaps and Overlaps Theron Muller and Colin Skeates ★ Effects of Extensive Reading on Japanese Learners' Writing Ability Kiyomi Yoshizawa, Atsuko Takase, and Kyoko Otsuki ★ Humor Competency Training with Japanese Learners of English John Rucynski and Caleb Prichard ★ Exploring EMI in Ethnic Multilingual Education in China's IMAR Disi Ai (Adis) ★ Saudi Female College Students' L2 English Learning Motivation Danya Shaalan ★ Revisiting the Need for Foreign English Teachers in South Korea Laura Taylor ★ EMI Business Programs in a Chinese University: Students' Perspectives, Pedagogical Challenges, and Re-Shaped Practices Lijie Shao ★ Re-Envisioning Student and Teacher Educational Partnering: The Hu-women-ism of Riane Eisler's Work Tim Murphey

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Theron Muller is an Associate Professor at the University of Toyama, Japan. He is active with JALT Publications, currently the Publications Board Chair, and a founding member of English Scholars Beyond Borders. John Adamson is a Professor at the University of Niigata Prefecture, Japan. He is a co-editor (with Roger Nunn) of Accepting Alternative Voices in EFL Journal Articles (2009) and Editorial and Authorial Voices in EFL academic publishing (2012). Steven Herder is Professor at Kyoto Notre Dame University in Japan. He is also a co-founder of the International Teacher Development Institute and believes that teachers everywhere deserve accessible, affordable, and meaningful professional development opportunities.

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