Overview
- ELT is seen as not just a linguistic issue, but cognitive, socio-cultural and political
- View of language as embedded in social context, with multi-modalities, multi-literacies emphasized
- Strongly socio-cultural view of language learning and teaching
- Cutting edge research and summary of latest research findings in a range of key areas including policy, curriculum, assessment, the learning and learning, research and professional development
- Highlights directions for implementing appropriate language policies at both instructional and societal levels
- Comprehensive and global in perspective with a range of fresh new voices in English language teaching research, including many authors from countries outside the traditional North American/British axis, rapidly losing ground as the dominating force in ELT research and teaching
- Includes supplementary material: sn.pub/extras
Part of the book series: Springer International Handbooks of Education (SIHE, volume 15)
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Table of contents (75 chapters)
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Front Matter
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The Global Scope and Politics of ELT: Critiquing Current Policies and Programs
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Front Matter
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The Goals and Focus of the ELT Program: Problematizing Content and Pedagogy
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Front Matter
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Keywords
About this book
Editors and Affiliations
About the editors
Jim Cummins is Professor in the Modern Language Centre, Department of Curriculum, Teaching and Learning in the Ontario Institute for Studies in Education of the University of Toronto. In May 1997, he was awarded an honorary Doctorate in Humane Letters from the Bank Street College of Education in New York. His research has focused on multiculturalism and minority language education, bilingual education, psycholinguistics, critical pedagogy, language and the school curriculum, learning disabilities, computer networking in education. He has served as a consultant on language planning in education to numerous international agencies. His latest publications include: Language, power, and pedagogy: Bilingual children in the crossfire (Multilingual Matters, 2000), Negotiating identities: Education for empowerment in a diverse society (California Association for Bilingual Education, 2001). He is co-editor with Sandra Schechter of Multilingual education in practice: Using diversity as a resource ( Heinemann , 2003).
Chris Davison is currently Associate Professor in English Language Education in the Faculty of Education at the University of Hong Kong. She has had many years' experience as an ESOL teacher, teacher educator and consultant in primary, post-primary and adult settings in the Asian–Pacific and Middle Eastern region. She is a former President of the Australian Council of TESOL Associations and current Chair of the Research Interest Section of the international TESOL organization. She has researched and published extensively on the interface between English as a mother tongue and ESOL development, the theory and practice of "mainstreaming", collaborative approaches to integrating language and content in schools and school-based English language assessment. Her most recent publications include English as a second language in the mainstream: Teaching, learning and identity (Longman Pearson, 2001, with Prof Bernard Mohan and Constant Leung), Innovation andInformation Technology in Language Education (Hong Kong University Press, 2004) and a book on English language teaching internationally (Multilingual Matters, forthcoming, with Constant Leung).
Bibliographic Information
Book Title: International Handbook of English Language Teaching
Editors: Jim Cummins, Chris Davison
Series Title: Springer International Handbooks of Education
DOI: https://doi.org/10.1007/978-0-387-46301-8
Publisher: Springer New York, NY
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer-Verlag US 2007
Hardcover ISBN: 978-0-387-46300-1Published: 01 February 2007
Softcover ISBN: 978-1-4899-7908-7Published: 04 May 2017
eBook ISBN: 978-0-387-46301-8Published: 31 December 2007
Series ISSN: 2197-1951
Series E-ISSN: 2197-196X
Edition Number: 1
Number of Pages: LVI, 1201
Topics: Language Education, Assessment, Testing and Evaluation