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Focuses on the link between theory and practice Includes 'voices' about EIL from the classrooms
Includes contributions from internationally and regionally celebrated scholars
This volume offers insights in current theoretical discussions, observations, and reflections from internationally and regionally celebrated scholars on the theory and practice of teaching English informed by a new school of thought, English as an International Language (EIL). This volume provides readers (scholars, teachers, teacher-educators, researchers in the relevant fields) with:
Knowledge of the changing paradigm and attitudes towards English language teaching from teaching a single variety of English to teaching intercultural communication and English language variation.
Current thoughts on the theory of teaching English as an international language by internationally-celebrated established scholars and emergent scholars.
Scholarly descriptions and discussions of how English language educators and teacher-educators translate the paradigm of English as an International Language into their existing teaching.
Delineation of how this newly emerged paradigm is received or responded to by English language educators and students when it is implemented. Readers have a unique opportunity to observe and read the tensions and dilemmas that educators and students are likely to experience in teaching and learning EIL.
Content Level »Research
Keywords »Challenging Issues in English Language Teaching in Japan - EIL vocabulary in Hong Kong - English Language Teaching in Japan - English Teacher Education Programs - English in Multicultural Contexts - English language educators in Malaysia - Implementing EIL paradigm in ELT classrooms - Issues of EIL and EFL in Vietnam - Teacher education pedagogy perspectives from Australia - Teaching English in Asia in Non-Anglo Cultural Contexts - Teaching and Assessing EIL Vocabulary in Hong Kong - Teaching and Learning of EIL in Korean Culture and Context - WEs/EIL paradigm - West-based TESOL