Abstract
This introductory chapter provides a broad overview of the edited volume by describing the rationales, aims, theoretical underpinnings and organization of the book. The chapter first presents key changes that have had a major impact on the way English is used and learned by geographically diverse groups of people in the world today. It then outlines a set of research-based principles that could be used as a basis for critically examining our curriculum, for selecting and adapting our teaching materials to suit the local contexts, for designing our lessons for the teaching of listening, speaking, reading, writing and other language skills and for developing tasks and activities that meet the linguistic, cognitive and affective needs of our students. The last part of the chapter provides a brief synopsis of each of the 20 chapters.
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References
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Mckay, S. L. (2012). Principles of teaching English as an international language. In L. Alsagoff, G. Hu, S. L. Mckay, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 28–46). New York: Routledge.
Renandya, W. A. (2012). Teacher roles in EIL. The European Journal of Applied Linguistics and TEFL, 1(2), 65–80.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. New York: Cambridge University Press.
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© 2016 Springer International Publishing Switzerland
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Renandya, W.A., Widodo, H.P. (2016). English Language Teaching Today: An Introduction. In: Renandya, W., Widodo, H. (eds) English Language Teaching Today. English Language Education, vol 5. Springer, Cham. https://doi.org/10.1007/978-3-319-38834-2_1
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DOI: https://doi.org/10.1007/978-3-319-38834-2_1
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Online ISBN: 978-3-319-38834-2
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