Overview
- Editors:
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Xuesong Gao
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The University of Hong Kong, Hong Kong SAR, Hong Kong
- Substantially revised and updated edition of the International Handbook of English Language Teaching
- A broad perspective on ELT as a linguistic, cognitive, socio-cultural and political issue Language and language education in social context
- Cutting-edge research in key areas: policy, curriculum, assessment, English as a second language, research and professional development
- Unique resource on effective English language teaching for policy makers, educational administrators, and researchers
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Table of contents (64 entries)
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- Hyunjung Shin, Byungmin Lee
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- Donald Freeman, Claudia Cameratti
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- Natalia Dolgova, Andrea Tyler
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- David M. Palfreyman, Philip Benson
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- Miao Pei, Tony Loughland, Wei Jin, Hoa Thi Mai Nguyen
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- Yuen Yi Lo, Angel M. Y. Lin
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- Zoltán Dörnyei, Christine Muir
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- Michael W. Marek, Wen-Chi Vivian Wu
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- Arman Abednia, Graham V. Crookes
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- Christian W. Chun, Brian Morgan
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- Samuel Barclay, Norbert Schmitt
About this book
The Second Handbook of English Language Teaching provides a comprehensive examination of policy, practice, research and theory related to English language teaching in international contexts. Over 70 chapters focus on the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second-language acquisition and pedagogy. In countries around the globe, English has become the second language taught most frequently and intensively. In many countries, particularly in Asia, government policies have made English a part of the curriculum from primary school on. Demand for English teaching by parents and adult learners is fueled by the desire to increase economic competitiveness, globalization of the workforce, immigration, and a move toward lifelong learning. Immigration has led to an increased demand for English-language teaching even in countries where English is the dominant language.
Editors and Affiliations
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The University of Hong Kong, Hong Kong SAR, Hong Kong
Xuesong Gao
About the editor
Dr. Xuesong (Andy) Gao is an EAL teacher educator at the School of Education, University of New South Wales Australia. He has been involved in language teacher education by directing teacher education programs and delivering professional development seminars on autonomous language learning, language learning strategy and reading for language teachers in a variety of contexts such as Hong Kong, mainland China and Taiwan. His research interests include language learner autonomy, language policy and language teacher education. Over the years, he has been promoting sociocultural perspectives to understand language learners’ strategy use and language teachers’ professional development. His research has been funded by Research Grants Council (Hong Kong), Sumitomo Foundation (Japan), and the Standing Committee for Language Education and Research (Hong Kong). Relevant publications have appeared in the journals such as English Language Teaching Journal, International Journal of Bilingual Education and Bilingualism, Journal of Multilingual and Multicultural Development, Language Teaching Research, Studies in Higher Education, System, Teaching and Teacher Education, and TESOL Quarterly. He co-edits System: An International Journal of Educational Technology and Applied Linguistics for Elsevier and also the English Language Education book series (with Professor Chris Davison) at Springer. In addition, He serves on the editorial boards of journals including Applied Linguistics Review, Asia Pacific Education Researcher, Journal of Language, Identity and Education, and Teacher Development. He was the Faculty’s Outstanding Young Researcher (2015) at the Faculty of Education, The University of Hong Kong, a co-recipient of TESOL Award for an Outstanding Paper on NNEST issues (2012-2013), and has been named as one of 30 Up and Coming at TESOL International’s 50th anniversary.
