International Handbook of English Language Teaching

1. Front Matter

   Pages i-lvi

   PDF

2. The Global Scope and Politics of ELT: Critiquing Current Policies and Programs

   1. Front Matter

      Pages 1-1

      PDF

   2. Introduction: The Global Scope and Politics of ELT: Critiquing Current Policies and Programs

      • Jim Cummins, Chris Davison

      Pages 3-11

   3. ELT and Colonialism

      • Alastair Pennycook

      Pages 13-24

   4. Ideology, Language Varieties, and ELT

      • James W. Tollefson

      Pages 25-36

   5. Tensions Between English and Mother Tongue Teaching in Post-Colonial Africa

      • Margaret Akinyi Obondo

      Pages 37-50

   6. A Critical Discussion of the English-Vernacular Divide in India

      • Vaidehi Ramanathan

      Pages 51-61

   7. ELT Policy Directions in Multilingual Japan

      • Yasuko Kanno

      Pages 63-73

   8. English Language Teaching in Korea

      • Hyunjung Shin

      Pages 75-86

   9. The National Curriculum Changes and Their Effects on English Language Teaching in the People’s Republic of China

      • Qiang Wang

      Pages 87-105

   10. ELT and Bilingual Education in Argentina

       • Agustina Tocalli-Beller

       Pages 107-121

   11. English, No Longer a Foreign Language in Europe?

       • Robert Phillipson

       Pages 123-136

   12. Common Property: English as a Lingua Franca in Europe

       • Barbara Seidlhofer

       Pages 137-153

   13. Teaching English as a Third Language

       • Ulrike Jessner, Jasone Cenoz

       Pages 155-167

   14. Protecting English in an Anglophone Age

       • Joseph Lo Bianco

       Pages 169-183

   15. Adult Immigrant ESL Programs in Canada

       • Douglas Fleming

       Pages 185-198

   16. Focus on Literacy

       • Jill Bourne

       Pages 199-210

   17. Methods, Meanings and Education Policy in the United States

       • Lois M. Meyer

       Pages 211-228

3. The Goals and Focus of the ELT Program: Problematizing Content and Pedagogy

   1. Front Matter

      Pages 229-229

      PDF

   2. Introduction: The Goals and Focus of the ELT Program: Problematizing Content and Pedagogy

      • Chris Davison, Jim Cummins

      Pages 231-235

This two-volume handbook provides a comprehensive examination of policy, practice, research, and theory related to English language teaching (ELT) in international contexts. Nearly 70 chapters highlight the research foundation for the best practices, frameworks for policy decisions, and areas of consensus and controversy in the teaching and development of English as a second and/or additional language for kindergarten through to adult speakers of languages other than English. In doing so it problematizes traditional dichotomies and challenges the very terms that provide the traditional foundations of the field. A wide range of terms has been used to refer to the key players involved in the teaching and learning of the English language and to the enterprise of English language teaching as a whole. At various times and in different contexts, the following labels have been used in countries where English is the dominant language to describe programs, learners, or teachers of Enghsh: English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), and English language learners (ELL). In contexts where EngUsh is not the dominant language, the following terms have been used: English as a foreign language (EFL), English as an international language (EIL), and English as a lingua franca (ELF).

• ESL
• Evaluation
• Language Learning
• SLA
• Second language acquisition
• Teaching English
• curriculum
• education policy
• language acquisition
• language teaching
• learning
• second language

• Ontario Institute for Studies in Education, Canada

  Jim Cummins

• The University of Hong Kong, China

  Chris Davison

Jim Cummins is Professor in the Modern Language Centre, Department of Curriculum, Teaching and Learning in the Ontario Institute for Studies in Education of the University of Toronto. In May 1997, he was awarded an honorary Doctorate in Humane Letters from the Bank Street College of Education in New York. His research has focused on multiculturalism and minority language education, bilingual education, psycholinguistics, critical pedagogy, language and the school curriculum, learning disabilities, computer networking in education. He has served as a consultant on language planning in education to numerous international agencies. His latest publications include: Language, power, and pedagogy: Bilingual children in the crossfire (Multilingual Matters, 2000), Negotiating identities: Education for empowerment in a diverse society (California Association for Bilingual Education, 2001). He is co-editor with Sandra Schechter of Multilingual education in practice: Using diversity as a resource ( Heinemann , 2003).

Chris Davison is currently Associate Professor in English Language Education in the Faculty of Education at the University of Hong Kong. She has had many years' experience as an ESOL teacher, teacher educator and consultant in primary, post-primary and adult settings in the Asian–Pacific and Middle Eastern region. She is a former President of the Australian Council of TESOL Associations and current Chair of the Research Interest Section of the international TESOL organization. She has researched and published extensively on the interface between English as a mother tongue and ESOL development, the theory and practice of "mainstreaming", collaborative approaches to integrating language and content in schools and school-based English language assessment. Her most recent publications include English as a second language in the mainstream: Teaching, learning and identity (Longman Pearson, 2001, with Prof Bernard Mohan and Constant Leung), Innovation andInformation Technology in Language Education (Hong Kong University Press, 2004) and a book on English language teaching internationally (Multilingual Matters, forthcoming, with Constant Leung).

Policies and ethics