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Innovation in Language Learning and Teaching

The Case of the Middle East and North Africa

  • Book
  • © 2019

Overview

Editors:
  1. Hayo Reinders

    1. Department of Education, Anaheim University, Anaheim, USA

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  2. Christine Coombe

    1. General Studies, Dubai Men's College, Dubai, United Arab Emirates

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  3. Andrew Littlejohn

    1. Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei, Brunei Darussalam

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  4. Dara Tafazoli

    1. Department of English and German Philology, University of Córdoba, Córdoba, Spain

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  • Examines the complex interplay between global and local influences on language policies, curriculum development, the implementation of new teaching methods, and the integration of technology
  • Includes examples from across the MENA region, including Egypt, Iran, Saudi Arabia, Oman, Lebanon and the United Arab Emirates
  • Brings together experiences at all levels of language education to identify the origins of change and the factors influencing its success

Part of the book series: New Language Learning and Teaching Environments (NLLTE)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xxv
    Download chapter PDF

  2. Innovation in Language Learning and Teaching: The Case of the MENA

    • Christine Coombe, Hayo Reinders, Andrew Littlejohn, Dara Tafazoli
    Pages 1-18

  3. Refugees from MENA Learning Languages: Progress, Principles and Proposals

    • John Traxler, Elena Barcena, Timothy Read
    Pages 19-38

  4. Plugging the Gap: Supporting Primary School Teachers to Create Culturally Appropriate English Language Teaching (ELT) Materials

    • Sarah Rich, Samantha Weekes, Maryam al Jardani, Salima al Sinani
    Pages 39-59

  5. Task-Based Learning and Teaching in Egypt

    • Deena Boraie, Ebtihal El Badry, Maged Habashy
    Pages 61-83

  6. Innovation in Writing Instruction: Towards Nurturing Confident, Motivated and Academically Honest L2 Writers

    • Fatima Esseili
    Pages 85-107

  7. Innovation in Reading in the United Arab Emirates

    • Melanie Gobert, Helene Demirci
    Pages 109-131

  8. Reading for Science: Anatomy as a Metaphor for a Holistic College-Wide Innovation

    • Roger Nunn, Caroline Brandt, Asli Hassan, Curtis Bradley
    Pages 133-151

  9. Towards English for Academic Purposes Curriculum Reform: Linguistic, Educational or Political Considerations?

    • Elana Spector-Cohen, Lisa Amdur, Ingrid Barth, Rosalie Sitman, Linda Weinberg
    Pages 153-176

  10. The Evolution of a Research Paper Course

    • Andrew Littlejohn, Sandhya R. Mehta
    Pages 177-201

  11. Developing Communication Skills Through Participation in Course-Based Undergraduate Research Experiences

    • Robert Craig, Brian Bielenberg
    Pages 203-222

  12. Preparing for a Digital Future: CALL Teacher Education in Iran

    • S. Susan Marandi
    Pages 223-240

  13. Online Language Teacher Education for a Challenging Innovation: Towards Critical Language Pedagogy for Iran

    • Arman Abednia, Graham V. Crookes
    Pages 241-261

  14. Telecollaboration Among Qatari and US Undergraduates in a Multicultural Course: Opportunities and Obstacles

    • Zohreh R. Eslami, Valerie Hill-Jackson, Svetlana Kurteš, Lobat Asadi
    Pages 263-282

  15. Back Matter

    Pages 283-285
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Keywords

About this book

This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from seven of the countries in the region. The major trends analyzed across the volume include the language skills of reading and writing and the prevalence of technology and technology-enhanced instruction. It highlights that innovative teaching, learning and assessment practices that are now in place in virtually all levels of English language teaching and learning from primary school to university to adult education sectors, and reflects on possible ways forward for innovation in the field of ELT. This book will provide valuable insight for scholars of applied linguistics and practitioners working in language policy, 

Reviews

“The Middle East and North Africa, torn though it remains by political problems, and made of nations that generally support a national language (Arabic, Turkish, Persian or Hebrew) has responded to globalization by innovative programs in teaching English. This pioneering collection provides a fine picture of this important development and offers many lessons to other regions.” (Bernard Spolsky, Professor Emeritus, Bar-Ilan University, Israel)

 

Editors and Affiliations

  • Department of Education, Anaheim University, Anaheim, USA

    Hayo Reinders

  • General Studies, Dubai Men's College, Dubai, United Arab Emirates

    Christine Coombe

  • Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei, Brunei Darussalam

    Andrew Littlejohn

  • Department of English and German Philology, University of Córdoba, Córdoba, Spain

    Dara Tafazoli

About the editors

Hayo Reinders is TESOL Professor and Director of the doctoral programme at Anaheim University, USA, and Professor of Applied linguistics at KMUTT, Thailand. He is founder of the global Institute for Teacher Leadership.


Christine Coombe is Associate Professor at Dubai Men's College, UAE, and Past President of TESOL International Association (2011-2012).


Andrew Littlejohn has around 20 years’ experience of working in the Middle East, including Bahrain, Qatar and Oman and is the author of numerous books and materials on English language teaching.


Dara Tafazoli is a PhD candidate in Language and Culture at the University of Cordoba, Spain. His previous books include: Multiculturalism & Technology-Enhanced Language Learning (edited with M. Romero, 2017), and Cross-Cultural Perspectives on Technology-Enhanced Language Learning (edited with M. E. Gomez Parra & C. Huertas Abril, 2018).


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