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International Handbook of English Language Teaching

  • Jim Cummins
  • Chris Davison

Part of the Springer International Handbooks of Education book series (SIHE, volume 15)

Table of contents

  1. Front Matter
    Pages i-lvi
  2. The Global Scope and Politics of ELT: Critiquing Current Policies and Programs

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

    1. Front Matter
      Pages 229-229
    2. Vivian Cook
      Pages 237-248
    3. Nina Spada
      Pages 271-288
    4. Peter Skehan
      Pages 289-301
    5. Bernard A. Mohan
      Pages 303-315
    6. Virginia P. Collier, Wayne P. Thomas
      Pages 333-348
    7. Yvonne Freeman, David Freeman
      Pages 349-364
    8. Sophie Arkoudis
      Pages 365-377
    9. Ken Hyland
      Pages 391-402
  4. Assessment and Evaluation in ELT: Shifting Paradigms and Practices

  5. The Learner and the Learning Environment: Creating New Communities

    1. Front Matter
      Pages 613-613
    2. Kelleen Toohey, Elaine Day, Patrick Manyak
      Pages 625-638
    3. Linda Harklau
      Pages 639-653
    4. Aneta Pavlenko, Bonny Norton
      Pages 669-680
    5. James P. Lantolf
      Pages 693-700

About this book

Introduction

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).

Keywords

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

Editors and affiliations

  • Jim Cummins
    • 1
  • Chris Davison
    • 2
  1. 1.Ontario Institute for Studies in EducationCanada
  2. 2.The University of Hong KongChina

Bibliographic information