Language Teacher Education for Global Englishes: A Practical Resource Book

by Ali Fuad Selvi (Editor), Bedrettin Yazan (Editor)

Overview

This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers’ knowledge base—their specialized knowledge, skills, competencies, and commitments—vis-à-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.

Product Details

ISBN-13:	9780367536428
Publisher:	Taylor & Francis
Publication date:	05/31/2021
Series:	Routledge Advances in Teaching English as an International Language Series
Pages:	316
Product dimensions:	6.12(w) x 9.19(h) x (d)

About the Author

Ali Fuad Selvi is Assistant Professor of TESOL and Applied Linguistics, and is the Chair of the Teaching English as a Foreign Language Program at METU Northern Cyprus Campus. His research interests include Global Englishes; issues related to (in)equity, professionalism, marginalization, and discrimination in TESOL; and second language teacher education.

Bedrettin Yazan is Associate Professor in the Department of Bicultural-Bilingual Studies at University of Texas, San Antonio. His research focuses on language teacher learning and identity; collaboration between ESL and content teachers; language policy and planning; and World Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry, and qualitative case study.

Table of Contents

List of figures xvi

List of contributors xvii

Foreword Aya Matsuda xxiv

Acknowledgments xxix

In Memoriam of Professor Farzad Sharifian xxx

Introduction: integrating Global Englishes in language teacher education practices Ali Fuad Selvi Bedrettin Yazan 1

Part 1 The global spread of English and Global Englishes Language Teaching pedagogy 9

1.1 The global spread of English and Global Englishes Language Teaching Nicola Galloway Heath Rose 11

1.2 Enhancing Global Englishes awareness among pre-service language teachers through audio/video-based resources Ali Karakas 20

1.3 Listening as a gateway to criticality in/for Global Englishes Ana Raquel Fialho Ferreira Campos Marcia Regina Pawlas Carazzai 27

1.4 Rethinking standards and goals in Global Englishes language teacher education Andrew Blair 32

1.5 A professional development program for Chinese EFL teachers: a Global Englishes Language Teaching framework Reza Farzi Gloria Romero Douglas Fleming 38

1.6 Developing teachers' Global Englishes awareness through active learning activities: insights from a Thai University context Eric A. Ambele Yusop Boonsuk 44

1.7 Developing teachers' critical awareness through dialogic e-reflections Fiona Willans 50

1.8 "We were willing to try again and make it understandable for both Parties": working across geographical borders to dispel language misconceptions Indu Vibha Meddegama Yuan Qian 56

1.9 Engaging with Global Englishes through collaborative online international learning (COIL) Mihiri Jansz Brooke R. Schreiber 61

1.10 Encouraging teacher educators to investigate teachers' attitudes towards Global Englishes: focusing on a research instrument Natsuno Funada 67

Part II Language teaching methods and instructional materials in Global Englishes 73

2.1 Language teaching methods and instructional materials in Global Englishes Yasemin Bayyurt Ali Fuad Selvi 75

2.2 Using Global Englishes materials in pre-service teacher education Deniz Salli-Çopur 82

2.3 De-mystifying Global Englishes for pre-service English teachers Dilek Inal 88

2.4 Explicit, implicit, or both? Novel ways of ELF integration into Global Englishes Language Teaching Elif Kemaloglu-Er 94

2.5 Enhancing teachers' awareness of Global Englishes using the Oxford English Dictionary Hyejeong Ahn Danica Salazar Sophia Khan 100

2.6 Graduate teaching assistant education for Global English ecosystems Mackenzie Bristow Mike Lehman 108

2.7 Navigating local cultures and languages: developing expertise in multilingual GE classrooms through trilingual vocabulary activities Michol Miller Dustin Crowther 114

2.8 Fostering teachers' awareness of Global Englishes in primary teacher education in Italy Paola Vettorel 120

2.9 A plurilithic approach to English for Academic Purposes (EAP) writing instruction: insights from English as a Lingua Franca (ELF) Research Selahattin Yilmaz 125

Part III Transculturality and identity in Global Englishes 133

3.1 Global Englishes and teaching culture Ryuko Kubota 135

3.2 What's in a name? A discussion of the linguistic implications for the student-teacher relationship in the EFL classroom Alex Baratta 144

3.3 Promoting culture and identity through local action plans for additive multilingualism April S. Salerno Elena Andrei 150

3.4 Find someone who: reflecting on language, culture, and identity in English language use Gareth Humphreys 158

3.5 Whose culture(s) are we teaching in class?: good English language teachers in a globalized world Hao Wang Mingfa Yao 164

3.6 Reflections on a language teacher identity module in a Global Englishes context: the case of an MA program in Argentina Lía D. Kamhi-Stein Fabiana Sacchi 170

3.7 Diverging from the native speaker framework: a listening and speaking lesson with different varieties of English across cultures Özge Güney 175

3.8 Navigating linguistic and cultural identities: (re)positioning oneself through critical awareness Roxanna M. Senyshyn 188

Part IV Language assessment in Global Englishes 197

4.1 Language assessment in Global Englishes Guangwei Hu 199

4.2 Exposure: cutting your feet to fit the shoes Shen Chen Helena Sit 207

4.3 Critical awareness: making shoes for your own feet Shen Chen Helena Sit 212

4.4 Action plan: changing the door keepers Helena Sit Shen Chen 217

4.5 Language assessment in Global Englishes: self-reflective analysis of assessment plans and practices Yunjung Nam Eric Friginal 222

4.6 Writing assessment through a Global Englishes lens Eduardo H. Diniz de Figueiredo 230

Part V Curriculum development in Global Englishes 237

5.1 Curriculum development in Global Englishes Roby Marlina 239

5.2 Phonology as a tool for Global Englishes language teacher education Hyeseung Jeong 248

5.3 Examining Global Englishes and the decolonization of English language teaching in a post-colonial context Sarina Chugani Molina 256

Part VI Conclusion 265

6.1 Conclusion: a truly impactful volume James D'Angelo 267

Index 274

Editorial Reviews

"This edited volume is a fitting tribute to the life and work of Farzad Sharifian. Professor Sharifian spent his life investigating the spread and development of Global Englishes and the ramifications of this linguistic and cultural diversity for the teaching of English. Building on his work, this book combines the theoretical underpinnings of Global Englishes with the pedagogical implications of Global Englishes for teaching methods and materials, language identity, language assessment, and curriculum development. This is a ground-breaking book in its mapping out of the relationship between the theory of Global Englishes and its practical implications for English teacher education and English learning around the globe. It provides a sound model for future work in this area." - Sandra Lee McKay, Professor Emerita, San Francisco State University, USA

"This is a delightful collection of ideas on how the intricacies and realities of Global Englishes can be translated in teacher education programs. It offers fresh theoretical perspectives on the topic as well as presenting practical and down-to-earth ideas that language teachers and language teacher educators can apply in their teaching. A must-read book for language students and educators." -Willy A. Renandya, Principal Lecturer, National Institute of Education, Nanyang Technological University, Singapore

From the Publisher