Among the growing number of publications on promoting English as an International Language (EIL), little has been written on the complexities that the EIL paradigm has brought to the teaching and learning of English in the classroom. This edited book seeks to address this deficit in the literature by bringing together narratives of the realities that EIL practitioners encountered in their diverse teaching contexts, including Indonesia, the Pacific islands, USA, and Australia; the struggles, tensions, dilemmas, and quests of living as EIL practitioners in specific teaching contexts and wider English communities in general are all explored in this book. It explores pedagogical practices, understandings, and challenges surrounding the implementation of EIL pedagogy and principles in contexts where English is traditionally described as a second language or foreign language. This book will be of interest to teachers, academics, and research students working in the areas of ELT, critical applied linguistics, EIL, language and identity, and English language teacher education. It can also be used to complement university-level textbooks in these areas. The book provides theoretical and contextual knowledge for practicing teachers and teacher educators seeking to understand and explore the teaching and learning realities of implementing EIL in the classroom.This book is a response to the recent sociolinguistic profile of English users and uses where English is now the ... The answers to these questions are certainly not straightforward, as teaching and learning English are closely linked to theanbsp;...
|Title||:||Contextualizing the Pedagogy of English as an International Language|
|Author||:||Nugrahenny T. Zacharias, Christine Manara|
|Publisher||:||Cambridge Scholars Publishing - 2013-09-11|