DOCSLIB.ORG

Willy A. Renandya Handoyo Puji Widodo Editors Linking Theory and Practice

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Willy A. Renandya Handoyo Puji Widodo Editors Linking Theory and Practice English Language Education Willy A. Renandya Handoyo Puji Widodo Editors English Language Teaching Today Linking Theory and Practice www.ebook3000.com English Language Education Volume 5 Series Editors Chris Davison, The University of New South Wales, Australia Xuesong Gao, The University of Hong Kong, China Editorial Advisory Board Stephen Andrews, University of Hong Kong, China Anne Burns, University of New South Wales, Australia Yuko Goto Butler, University of Pennsylvania, USA Suresh Canagarajah, Pennsylvania State University, USA Jim Cummins, OISE, University of Toronto, Canada Christine C. M. Goh, National Institute of Education, Nanyang Technology University, Singapore Margaret Hawkins, University of Wisconsin, USA Ouyang Huhua, Guangdong University of Foreign Studies, Guangzhou, China Andy Kirkpatrick, Griffi th University, Australia Michael K. Legutke, Justus Liebig University Giessen, Germany Constant Leung, King’s College London, University of London, UK Bonny Norton, University of British Columbia, Canada Elana Shohamy, Tel Aviv University, Israel Qiufang Wen, Beijing Foreign Studies University, Beijing, China Lawrence Jun Zhang, University of Auckland, New Zealand More information about this series at http://www.springer.com/series/11558 www.ebook3000.com Willy A. Renandya • Handoyo Puji Widodo Editors English Language Teaching Today Linking Theory and Practice Editors Willy A. Renandya Handoyo Puji Widodo Department of English Language & Department of English Literature, National Institute of Education Politeknik Negeri Jember Nanyang Technological University Jember , Jawa Timur , Indonesia Singapore , Singapore ISSN 2213-6967 ISSN 2213-6975 (electronic) English Language Education ISBN 978-3-319-38832-8 ISBN 978-3-319-38834-2 (eBook) DOI 10.1007/978-3-319-38834-2 Library of Congress Control Number: 2016947720 © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG Switzerland www.ebook3000.com Contents Part I Theories, Research, and Principles English Language Teaching Today: An Introduction . 3 Willy A. Renandya and Handoyo Puji Widodo Student-Centred Learning in ELT . 13 George M. Jacobs and Willy A. Renandya Using Local Languages in English Language Classrooms . 25 Ahmar Mahboob and Angel M. Y. Lin Applying Language Learning Principles to Coursebooks . 41 John Macalister Current Issues in the Development of Materials for Learners of English as an International Language (EIL) . 53 Brian Tomlinson Assessment in ELT: Theoretical Options and Sound Pedagogical Choices . 67 James Dean Brown Does Writing Promote Reflective Practice? . 83 Thomas S. C. Farrell Part II Pedagogical Practices Extensive Reading and Listening in the L2 Classroom . 97 Willy A. Renandya and George M. Jacobs Teaching L2 Listening: In and Outside the Classroom . 111 Anna C.-S. Chang Teaching Reading and Viewing to L2 Learners . 127 Lawrence Jun Zhang v vi Contents Teaching Speaking . 143 Christine C. M. Goh Teaching English for Intercultural Spoken Communication . 161 Jonathan Newton Teaching Writing . 179 Yin Ling Cheung Teaching Academic Writing in Context . 195 Zhichang Xu Teaching English Grammar in Asian Contexts . 209 Helena I. R. Agustien Teaching Vocabulary in the EFL Context . 227 Anna Siyanova-Chanturia and Stuart Webb Teaching Pronunciation to Learners of English as a Lingua Franca . 241 Cathy S. P. Wong Language Learning with ICT . 257 Mark Wilkinson Teaching English for Specific Purposes (ESP): English for Vocational Purposes (EVP) . 277 Handoyo Puji Widodo Facilitating Workplace Communicative Competence . 293 Radhika Jaidev and Brad Blackstone www.ebook3000.com Contributors Helena I. R. Agustien English Department , Semarang State University , Semarang , Indonesia Brad Blackstone Centre for Communication Skills , Singapore Institute of Technology , Singapore , Singapore James Dean Brown Department of Second Language Studies , University of Hawai’i at Mānoa , Honolulu , HI , USA Anna C.-S. Chang Department of Applied English , Hsing Wu University , New Taipei , Taiwan Yin Ling Cheung English Language and Literature Academic Group , National Institute of Education, Nanyang Technological University , Singapore , Singapore Thomas S. C. Farrell Department of Applied Linguistics , Brock University , St. Catharines , ON , Canada Christine C. M. Goh English Language and Literature , National Institute of Education, Nanyang Technological University , Singapore , Singapore George M. Jacobs Learning Support , James Cook University, Singapore , Singapore Radhika Jaidev Centre for English Language Communication , National University of Singapore , Singapore , Singapore Angel M. Y. Lin Division of English Language Education, Faculty of Education , The University of Hong Kong , Hong Kong SAR , China John Macalister School of Linguistics and Applied Language Studies , Victoria University of Wellington , Wellington , New Zealand Ahmar Mahboob Department of Linguistics , University of Sydney , Sydney , Australia vii viii Contributors Jonathan Newton School of Linguistics and Applied Language Studies , Victoria University of Wellington , Wellington , New Zealand Anna Siyanova-Chanturia School of Linguistics and Applied Language Studies , Victoria University of Wellington , Wellington , New Zealand Brian Tomlinson English Department , University of Liverpool , Liverpool , UK TESOL Department , Anaheim University , Anaheim , CA , USA Stuart Webb Faculty of Education , University of Western Ontario , London , ON , Canada Mark Wilkinson English Language and Literature , National Institute of Education, Nanyang Technological University , Singapore , Singapore Cathy S. P. Wong Department of English , The Hong Kong Polytechnic University , Kowloon , Hong Kong Zhichang Xu English as an International Language , Monash University , Melbourne , Australia Lawrence Jun Zhang School of Curriculum and Pedagogy, Faculty of Education & Social Work , University of Auckland , Auckland , New Zealand www.ebook3000.com About the Editors and Contributors Editors Willy A. Renandya is a language teacher educator with extensive teaching experi- ence in Asia. He currently teaches applied linguistic courses at the National Institute of Education, Nanyang Technological University, Singapore. He has published articles and books on various topics, including an edited book Methodology in Language Teaching: An Anthology of Current Practice with Jack C. Richards (Cambridge University Press, 2002, 2008). His latest publications include Motivation in the Language Classroom (2014, TESOL International) and Simple, Powerful Strategies for Student Centered Learning with George M Jacobs and Michael Power (Springer, 2016). Handoyo Puji Widodo has published extensively in refereed journals and edited volumes and presented his work at international ELT conferences in the areas of language teaching methodology, language curriculum and materials development, systemic functional linguistics in language education, and teacher professional development. His work has been grounded in socio-semiotic, socio-cognitive, and critical theories. His recent publications include “Framing vocational English mate- rials from a social semiotic perspective: The design and use of accounting English materials” ( Second Language Acquisition Research and Materials Development for Language Learning , Routledge) and “Engaging students in literature circles: Vocational English reading programs” (The Asia-Pacifi c Education Researcher , Springer). ix x About the Editors and Contributors Contributing Authors Helena I.R. Agustien earned her master’s and doctorate degrees in applied linguis- tics from Macquarie University, Sydney, where she develops a special interest in discourse analysis. Her systemic functional linguistic background has the founda- tion of her doctorate research as well as her subsequent works. Based on this lin- guistic theory, she developed the national English curriculum in Indonesia known as Competence-Based Curriculum in 2004. The competence standards are now used as the basis for the School-Based Curriculum offi cially launched in 2006. She has been a tenured lecturer at Semarang State University since 1980, but she also spent two and a half years teaching at SEAMEO RELC. In both institutions, she is in charge of grammar in discourse that gives her ample opportunities
Load more

Recommended publications
  • DR. BONNY NORTON, FRSC Professor and Distinguished University Scholar Department of Language and Literacy Education (LLED) University of British Columbia
    DR. BONNY NORTON, FRSC Professor and Distinguished University Scholar Department of Language and Literacy Education (LLED) University of British Columbia Research Advisor, African Storybook Research Lead, Storybooks Canada http://faculty.educ.ubc.ca/norton/ Contact: [email protected] Degrees • PhD, University of Toronto: Language Education, 1993. (SSHRC Doctoral Fellow) • MA, Reading University, UK: Theoretical Linguistics, 1984. (Rotary Graduate Scholar) • BA Hons, Univ. of Witwatersrand, SA: Applied Linguistics, 1982. (Ranked 1 in program) • BA HDipEd, University of Witwatersrand, SA, 1978: English and History. • BA, Univ. of Witwatersrand, SA: English & History, 1977. (Ranked 1 in History program) Career • Professor and Distinguished University Scholar, LLED, UBC, 2004 – present • Assistant/Associate Professor, Language and Literacy Education, UBC, 1996-2004 • USA Spencer Postdoctoral Fellow, McMaster University, 1995-1996 • SSHRC Postdoctoral Fellow, University of Witwatersrand and Toronto, 1993-1995 • Language Tester, Educational Testing Service, Princeton, NJ, 1984-1987 • Language Tutor, Linguistics Department, University of Witwatersrand, SA, 1980-1983 • English and History Teacher, Johannesburg, SA, 1979 Awards and Distinctions • UBC Great Supervisor, 2017 • Fellow, Royal Society of Canada, 2016 • TESOL Distinguished Research Award (co-recipient), USA, 2016 • Distinguished Visiting Scholar, Beijing Foreign Studies University, China, 2015 • Pack Distinguished Scholar and Convocation Speaker, Otterbein University, USA, 2015 •
    [Show full text]
  • Issues in Applied Linguistics
    UCLA Issues in Applied Linguistics Title The Practice of Theory in the Language Classroom Permalink https://escholarship.org/uc/item/2s36f41d Journal Issues in Applied Linguistics, 18(2) ISSN 1050-4273 Author Norton, Bonny Publication Date 2010 DOI 10.5070/L4182005336 Peer reviewed eScholarship.org Powered by the California Digital Library University of California The Practice of Theory in the Language Classroom Bonny Norton University of British Columbia In this article, the author makes the case that poststructuralist theories of language, identity, and investment can be highly relevant for the practical deci- sion-making of language teachers, administrators and policy makers. She draws on her research in the international community to argue that while markers of identity such as accent, race, and gender impact the relationship between teach- ers and students, what is of far greater importance are the teachers’ pedagogical practices. This research suggests that language teaching is most effective when the teacher recognizes the multiple identities of students, and develops peda- gogical practices that enhance students’ investment in the language practices of the classroom. The author concludes that administrators and policy makers need to be supportive of language teachers as they seek to be more effective in linguistically diverse classrooms. Introduction One of the icons of language teaching in Canada, Mary Ashworth, was often heard to comment, “There is nothing as practical as a good theory.” As the United States struggles to adjust to the challenges and possibilities of linguistic diversity in American classrooms, and how research should inform educational policy mak- ing, I wish to bring theory back into the debate.
    [Show full text]
  • How to Get Published in ESOL and Applied Linguistics Serials
    How to Get Published in TESOL and Applied Linguistics Serials TESOL Convention & Exhibit (TESOL 2016 Baltimore) Applied Linguistics Editor(s): John Hellermann & Anna Mauranen Editor/Journal E-mail: [email protected] Journal URL: http://applij.oxfordjournals.org/ Journal description: Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It is less interested in the ad hoc solution of particular problems and more interested in the handling of problems in a principled way by reference to theoretical studies. Applied linguistics is viewed not only as the relation between theory and practice, but also as the study of language and language-related problems in specific situations in which people use and learn languages. Within this framework the journal welcomes contributions in such areas of current enquiry as: bilingualism and multilingualism; computer-mediated communication; conversation analysis; corpus linguistics; critical discourse analysis; deaf linguistics; discourse analysis and pragmatics; first and additional language learning, teaching, and use; forensic linguistics; language assessment; language planning and policies; language for special purposes; lexicography; literacies; multimodal communication; rhetoric and stylistics; and translation. The journal welcomes both reports of original research and conceptual articles. The Journal’s Forum section is intended to enhance debate between authors and the wider community of applied linguists (see Editorial in 22/1) and affords a quicker turnaround time for short pieces.
    [Show full text]
  • GRADE 11 WRITING PRACTICES Dez Poelinca
    GRADE 11 WRITING PRACTICES Dez Poelinca An exploration of grade 11 learners writing practices from the perspective of a teacher at a well-resourced public school in Johannesburg Abstract This study explored the reality of the current writing practices at work in the grade 11 English Home Language classroom from a teacher’s perspective. The research site is a well-resourced public school with qualified teachers in central Johannesburg where English is taught as the Home language and is the medium of instruction (LOLT). Ninety- eight grade 11 participants were purposively selected because they all attended the same school since grade eight and received the same teachings of language construction and composition. Qualitative research methodology was employed encapsulating this ethnographic case study where data was collected over a period of three months through observations, unstructured interviews, and a writing activity with the researcher as a permanent, full time English teacher interacting and teaching learners English Home Language daily. Research found a lack in studies that retrieved data through the physical teaching of writing. The study from the perspective of the teacher found critiques against writing approaches suggested in CAPS (2011) confusing and refutable. Each writing approach serves a different purpose and synergy of these approaches works best when equipping learners with the tools to produce good writing. According to Woolfolk (2013), activities and teaching methodology directs and guides learner behavior. When learners encounter activities that stimulate their curiosity and relates to their interest they are more likely to be motivated to learn (Huitt, 2011). Finally, the study calls for more explicit research regarding the relationship between the teaching of writing and pedagogical knowledge of teachers.The study conformed to all ethical research conditions by first obtaining consent of all participants with the option of declining without penalty.
    [Show full text]
  • Linguistic Landscapes in a Multilingual World
    Annual Review of Applied Linguistics (2013), 33, 190–212. © Cambridge University Press, 2013, 0267-1905/13 $16.00 doi: 10.1017/S0267190513000020 Linguistic Landscapes in a Multilingual World Durk Gorter This article offers an overview of the main developments in the field of linguis- tic landscape studies. A large number of research projects and publications indicate an increasing interest in applied linguistics in the use of written texts in urban spaces, especially in bilingual and multilingual settings. The article looks into some of the pioneer studies that helped open up this line of research and summarizes some of the studies that created the springboard for its rapid expansion in recent years. The focus is on current research (from 2007 onward), including studies that illustrate main theoretical approaches and methodologi- cal development as key issues of the expanding field, in particular when applied in settings of societal multilingualism. Publications on the linguistic landscape cover a wide range of innovative theoretical and empirical studies that deal with issues related to multilingual- ism, literacy, multimodality, language policy, linguistic diversity, and minority languages, among others. The article shows some examples of the use of the linguistic landscape as a research tool and a data source to address a num- ber of issues in multilingualism. The article also explores some possible future directions. Overall, the various emerging perspectives in linguistic landscape research can deepen our understanding of languages in urban spaces, language users, and societal multilingualism in general. PANORAMA OF THE FIELD Language learning is the main product of the Rosetta Stone company. Its kiosks can be found in shopping malls and at airports across the United States, and its offices are all over the world.
    [Show full text]
  • A General Outlook of the Importance of the English Language in the World Today
    E-ISSN 2281-4612 Academic Journal of Interdisciplinary Studies Vol 5 No 3 S1 ISSN 2281-3993 MCSER Publishing, Rome-Italy December 2016 A General Outlook of the Importance of the English Language in the World Today PhD Ervin Balla University Aleksandër Moisiu Durrës, Albania Email: [email protected] Doi:10.5901/ajis.2016.v5n3s1p499 Abstract No study can be started today about the use of the English language and its learning in the albanian universitites without bringing up first the great importance that this language has in all the world. From 4000 to 5000 languages spoken today in the world today English is most spread language. According to Broughton it is the most spread language of a great number of states and besides being the official language of United Nation and the language used by NATO, it is the official language of the international airborne, and non offically it is the first language of sport, music etc. Also today in Albania in all types of education it remains the most learned and used language. Today sudents in Albania are learning this language for different type of purposes. They plan to start schools abroad, or they plan to find a job where the English language is required, or simply they would like to read or listen songs in English. Taking into cosideration these and other purposes it was decided to write this article. Keywords: Teaching and learning English, importance of studying English, the most spread language. 1. English Today in the World We cannot start a study about the use of English language and its teaching in Albanian universities without bringing up the great importance that is gaining every day this language in the whole world.
    [Show full text]
  • An Assessment of Emotional-Force and Cultural Sensitivity the Usage of English Swearwords by L1 German Speakers
    Graduate Theses, Dissertations, and Problem Reports 2019 An Assessment of Emotional-Force and Cultural Sensitivity The Usage of English Swearwords by L1 German Speakers Sarah Dawn Cooper West Virginia University, [email protected] Follow this and additional works at: https://researchrepository.wvu.edu/etd Part of the German Linguistics Commons Recommended Citation Cooper, Sarah Dawn, "An Assessment of Emotional-Force and Cultural Sensitivity The Usage of English Swearwords by L1 German Speakers" (2019). Graduate Theses, Dissertations, and Problem Reports. 3848. https://researchrepository.wvu.edu/etd/3848 This Thesis is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. An Assessment of Emotional-Force and Cultural Sensitivity The Usage of English Swearwords by L1 German Speakers Sarah Dawn Cooper Thesis submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Master of Arts in World Languages, Literatures, and Linguistics Cynthia Chalupa, Ph.D., Chair Jonah Katz, Ph.D.
    [Show full text]
  • An Investigation of Trends and Types of Research Over the Last Ten Years
    Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 30 November 2019 doi:10.20944/preprints201911.0380.v1 Research in TESOL: An Investigation of Trends and Types of research over the Last Ten Years Waheeb Albiladi University of Arkansas [email protected] Abstract This paper provides a systematic review of the research around teaching English as a second or foreign language over the last ten years. The review aims to help second and foreign language researchers to recognize the trends that have impacted English teaching and learning research. More than 400 articles from four leading journals (TESOL Journal, TESOL Quarterly, ELT Journal, and Second Language Research) were reviewed to examine the trends and method that were used. The findings suggested that the research interests in the TESOL field have changed as many topics and trends have risen based on students’ academic and social needs. Topics such as teaching methodology, digital literacy, and using technology to teach English have dominated the research during the last decade. Keywords: TESOL, English teaching; ESL; EFL; teaching methodology; research interests :10.20944/preprints201911.0088.v1 1 © 2019 by the author(s). Distributed under a Creative Commons CC BY license. Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 30 November 2019 doi:10.20944/preprints201911.0380.v1 Introduction Over the years, the English language has become one of the most significant and dominant languages over the globe. Millions of people around the world are currently learning English for different purposes such as communicating, working, or pursuing a degree in one of the English-speaking countries. In fact, English is the most widely spoken language in the world, and the number of the non- native speakers who speak English as a foreign or as a second language exceeds that of the native speakers (Sharifian, 2013).
    [Show full text]
  • Tesol Quarterly
    TABLE OF CONTENTS QUARTERLY A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect Editor SANDRA McKAY, San Francisco State University Guest Editors NANCY H. HORNBERGER, University of Pennsylvania THOMAS R. RICENTO, University of Texas at San Antonio Teaching Issues Editor BONNY NORTON PEIRCE, University of British Columbia Brief Reports and Summaries Guest Editors NANCY H. HORNBERGER, University of Pennsylvania THOMAS K. RICENTO, University of Texas at San Antonio Review Guest Editors NANCY H. HORNBERGER, University of Pennsylvania THOMAS R. RICENTO, University of Texas at San Antonio Assistant Editor ELLEN GARSHICK, TESOL Central Office Editorial Assistant CATHERINE HARTMAN, San Francisco State University Editorial Advisory Board Lyle Bachman, B. Kumaravadivelu, University of California, Los Angeles San Jose State University Kathleen Bardovi-Harlig, Patsy M. Lightbown, Indiana University Concordia University Ellen Block, Alastair Pennycook, Baruch College University of Melbourne Keith Chick, Patricia Porter, University of Natal San Francisco State University Deborah Curtis, Kamal Sridhar, San Francisco State University State University of New York Zoltàn Dörnyei, Terrence Wiley, Etövös University California State University, Sandra Fotos, Long Beach Senshu University Jerri Willett, Eli Hinkel, University of Massachusetts Xavier University at Amherst Nancy Hornberger, Vivian Zamel, University of Pennsylvania University of Massachusetts Additional Readers Christian J. Faltis, Joan Kelly Hall, R. Keith Johnson, Robert B. Kaplan, Brian Lynch, Mohamed Maamouri, Robert D. Milk, Margaret Van Naerssen, Roger W. Shuy, James W. Tollefson Credits Advertising arranged by Jennifer Delett, TESOL Central Office, Alexandria, Virginia U.S.A. Typesetting by Capitol Communication Systems, Inc., Crofton, Maryland U.S.A.
    [Show full text]
  • Lectures in History of the English Language and Method-Guides for Seminars
    Lectures in history of the English language and method-guides for seminars Contents Foreword……………………………………………………………………………..…3 1. What is English? A short history of the origins and development of English……….4 2. Lectures and seminar topics …………………………………………………………9 2.1.Lecture 1. The English language as a chief medium of communication …..9 2.2.Lecture 2. Historical background………………………………………….12 2.3. Lecture 3. Development of the language: Old English period …………...17 2.4.Lecture 4. Development of the language: Middle English period ………...20 2.5. Lecture 5. The Great Vowel Shift ………………………………………..25 2.6. Lecture 6. Development of the language: Modern English period ……....28 2.7. Lecture 7. 20th - Century English ………………………………………..34 2.8. Lecture 8. American English as a variety of the English language spoken in the United States ………………………………………………37 2.9. Lecture 9. Other varieties of English ……………………………………..39 2.10. Lecture 10. The future of English ……………………………………….44 3. Seminar topics for individual elaboration …………………………………………..47 4. Five events that shaped the History of English …………………………………….83 5. Historic English text samples ………………………………………………………88 6. Tables of grammatical changes during the history …………………………………92 7. Comparison of British and American vocabulary ………………………………….94 8. Test your knowledge – Self assessment ……………………………………………108 8.1. Module Test on Lecture (1-5) …………………………………………….108 8.2. Module Test on Lecture (6-10) …………………………………………...110. 9. Reccommended literature …………………………………………………………..112 2 Foreword History of the English language is one of the essential courses forming the linguistic background of a specialist in philology. It studies the uplifting and advancement of English, its structure and peculiarities in the old days, its similarities to other languages of the same family and its unequalled specific features.
    [Show full text]
  • Marketing Fragment 6 X 10.5.T65
    Cambridge University Press 978-0-521-82802-4 - Critical Pedagogies and Language Learning Edited by Bonny Norton and Kelleen Toohey Frontmatter More information Critical Pedagogies and Language Learning © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-82802-4 - Critical Pedagogies and Language Learning Edited by Bonny Norton and Kelleen Toohey Frontmatter More information THE CAMBRIDGE APPLIED LINGUISTICS SERIES Series editors: Michael H. Long and Jack C. Richards This series presents the findings of work in applied linguistics that are of direct relevance to language teaching and learning and of particular interest to applied linguists, researchers, language teachers, and teacher trainers. Recent publications in this series: Cognition and Second Language Instruction edited by Peter Robinson Computer Applications in Second Language Acquisition by Carol A. Chapelle Contrastive Rhetoric by Ulla Connor Corpora in Applied Linguistics by Susan Hunston Criterion-referenced Language Testing by James Dean Brown and Thom Hudson Culture in Second Language Teaching and Learning edited by Eli Hinkel Exploring the Dynamics of Second Language Teaching edited by Barbara Kroll Exploring the Dynamics of Second Language Writing by Barbara Kroll Exploring the Second Language Mental Lexicon by David Singleton Focus on Form in Classroom Second Language Acquisition edited by Catherine Doughty and Jessica Williams Immersion Education: International Perspectives edited by Robert Keith Johnson and Merrill Swain Interfaces between Second Language Acquisition and Language Testing Research edited by Lyle F. Bachman and Andrew D. Cohen Learning Vocabulary in Another Language by I. S. P. Nation Network-based Language Teaching edited by Mark Warschauer and Richard Kern Pragmatics in Language Teaching edited by Kenneth R.
    [Show full text]
  • English Language and the Changing Linguistic Landscape: New Trends in ELT Classrooms
    Arab World English Journal (AWEJ) Volume 9. Number 1. March 2018 Pp. 97- 107 DOI: https://dx.doi.org/10.24093/awej/vol9no1.7 English Language and the Changing Linguistic Landscape: New Trends in ELT Classrooms Abdelrahman Abdalla Salih Department of English Language and Literature Al Zahra College for Women Muscat, Sultanate of Oman Holi Ibrahim Holi Department of English Language and Literature Rustaq College of Education Al Rustaq, Sultanate of Oman Abstract The history of English Language Teaching (ELT) has shown that this fast growing field is facing unprecedented challenges posed by the recent developments in the status of the English language as a world’s leading language and the eventual change in the linguistic landscape. This paper provides an opportunity to examine the impact of the phenomenal spread of English in recent years and its eventual dominance in the international arena as seen in the practice of English Language Teaching (ELT) and learning, particularly in English as a Second Language (ESL)/English as Foreign Language (EFL) contexts. The paper reports the implications of the recent growth of English for crucial ELT practices and areas such as learner identity, code selection in classroom, teaching methods, syllabus design and material development. It draws on issues pertaining to English as a lingua franca theory in an attempt to address this debatable topic and consider the necessity of taking into consideration the emerging trends in ELT classrooms globally. Keywords: global English, Englishes, English as a lingua franca, English language teaching, learner identity. Cite as: Salih, A. A., & Holi, H. I. (2018). English Language and the Changing Linguistic Landscape: New Trends in ELT Classrooms.
    [Show full text]