English Language Teaching

ISBN-13: 9789811921544 / Angielski / Miękka / 2023

Opis

This book provides an overview of current trends and practices in English Language Teaching (ELT) across the European Union. It offers insights into key ELT issues which are at the forefront of twenty-first-century classrooms. It discusses theoretical and empirical work based on topics such as linguistic imperialism, English as a Medium of Instruction, contrastive language analysis, and the interplay between English and the use of countries’ respective native languages.  It also explores the challenges of English Language Teaching under different circumstances such as, while using different technological platforms, working with different learner groups (those with Special Educational Needs) and revising traditional practices in grammar and vocabulary teaching. Throughout the book, the link between policy, theory and practice is explicitly highlighted and exemplified. The book is of interest to ELT instructors, course designers, language teachers and teacher trainers, and students enrolled in pre-service English training courses.

Recenzje

"One of the most impacting aspects of this book is its diversity. ... A mixture of theoretical and applied methodologies are featured, and each chapter offers a new and useful contribution. Accordingly, given its quality, content, and scope, the appeal of this edited volume certainly extends well beyond researchers and practitioners in the domain of English Language Teaching. Indeed, those with wider interests in multilingualism and language policy will surely also find relevant and insightful information ... ." (Antony Hoyte-West, English Studies at NBU, Vol. 8 (2), 2022)

Spis treści

Part I: Exploring the Impact of ELT Policies on EU Classrooms

1. English Language Teaching in the EU: An introduction. Lee McCallum.

2. Teaching and Learning English in the European Union: A Research Review. 

Ng Chiew Hong and Yin Ling Cheung.

3.  Current Perspectives in the Multilingual EFL Classroom: A Portuguese Case Study. Lili Cavalheiro, Luis Guerra and Ricardo Pereira.

4. Language Planning, Linguistic Imperialism, and English Language Teacher Education in 

Post-Soviet Poland: A Literature Review. Aleksandra Olszewska, Maria R. Coady and Urszula Markowska-Manista. 

5. Mother Tongue Support as a Scaffold to English Language Proficiency:  An Ideological Analysis of a Belgian International School’s Language Policy. Mieke Vandenbroucke, Anne-Sophie Bafort and Kerrilyn Thacker.

6. “British English” or “American English”? Investigating Austrian English Language 

Students’ Choice of a Model Accent. Karin Richter and Andreas Weissenbäck.

7. How Discourses Shape Teacher Identity: Evidence from EFL Teachers in Spain. Lee McCallum.

Part II: Exploring Challenges and Practices in Primary Education

8. Benefits and Challenges of Learning and Teaching English:  The Case of Student 

Teachers in France. Jill Kay Partridge Salomon and Sophie Dufossé Sournin.

9. How Do ADHD-type Behaviours Affect Language Learning? Voices of In-service EFL 

Teachers in Poland. Agnieszka Kałdonek-Crnjaković.

10. Building Young Learners’ Plurilingual and Pluricultural Repertoire: An Analysis of EFL 

Textbooks’ Speaking Activities. Maria Daniela Cifone Ponte. 

11. Supplementing Reading in EFL at Primary School Level in the Czech Republic. 

            Olga Vraštilová.

Part III: Exploring Pedagogic Practices and Models in Secondary and Tertiary Education

12. Instructed EFL Learning in Austria, France and Sweden: Hearing Teachers’ Voices

Alexandra Schurz and Marion Coumel.

13. Integrating Foreign Language Vocabulary Research in the Curriculum: Extensive Video Viewing in the University Classroom. Maria del Mar Suárez and Ferran Gesa.

14. On Contrastive Analysis and Language Pedagogy: Reimagining Applications for Contemporary English Language Teaching. Niall Curry.

15. Teaching Form in the Action-Oriented Classroom: Can-Do! Eloy Romero Muñoz.

 

Part IV: Exploring Broad Applications of Technology-Enhanced Teaching and Learning 

16. English Language Teachers’ Attitudes towards Computer-Assisted Language Learning: SWOT Analysis in Spain. Dara Tafazoli.

17. ICT Training of Pre-Service Bilingual Teachers: Present, Past and Future Needs. Maria Elena Gómez-Parra.

18. The Effects of Virtual Classroom Instruction: The Pre-Service Teacher Preparation Program at the University of Ljubljana. Lara Burazer and Janez Skela.

19. Perspectives on the Shift to Online Learning in Private English Language Schools in Greece. Georgios Vlassios Kormpas.

O autorze

Lee McCallum is a Lecturer in Academic Writing at the Centre for Academic Writing and ASPiRE Research Fellow in the Centre for Art, Memory and Communities at Coventry University in the UK. She holds an M.Sc. in TESOL and Applied Linguistics from the University of Stirling and an Ed. D in TESOL from the University of Exeter. She is also a Fellow of the Higher Education Academy in the UK. She has held teaching and research posts in Spain, Saudi Arabia, China, the USA and the UK. Her research focuses on exploring the production and assessment of academic written language in learner and professional writing. Her work has been published by Cambridge University Press, Palgrave Macmillan, Springer and Routledge. She has also contributed widely to international and local journals and serves as a peer reviewer for journals such as Assessing Writing, Language Assessment Quarterly, System, English for Specific Purposes and Teaching English with Technology.