Most of the research into ELT has focused on its linguistic and methodological aspects, which are based on Western scientific traditions. The contributions and experiences of English language teachers themselves, especially their work in overseas contexts, have frequently been overlooked. This volume aims to document the complexity of ELT as aworka in new global economic and cultural conditions, and to explore how this complexity is realised in the everyday experiences of ELT teachers. The development of ELT from the colonial experience to its current status as a global commodity is explored; ELT is then situated in the discourses of globalisation, specifically within Appaduraias theorisation of global flows of people, images, ideas, technology and money, or scapes. Within this framework, narratives are constructed from the experiences of Native-speaking English teachers. These reveal much about the personal, pedagogical and cultural dimensions of ELT work in non-Centre countries, and will contribute to a greater understanding of the intercultural dimensions of ELT for all those who work in it, and in related educational fields.The Expatriate English Language Teacher in the New Global Culture Roderick Neilsen. place a premium on self-effacement, humility, deference, and on trying to avoid disturbing others (Weisz, 1991). ... to investigate the role of teacher in Thai society, and interviewed Thai educators on their opinions of western models of classroom interaction. ... Continuing the tour, in Japan in 1989 and 1990 the Japanese Ministry of Education (Monbusho) introduced new English language courses.
|Publisher||:||Cambridge Scholars Publishing - 2009-01-14|