This book is the eighth volume in the Global Research on Teaching and Learning English series, co-published with The International Research Foundation for English Language Education (TIRF). It brings together the latest developments in research on teaching English in under-resourced contexts across the world.
This book is the eighth volume in the Global Research on Teaching and Learning English series, co-published with The International Research Foundation for English Language Education (TIRF). It brings together the latest developments in research on teaching English in under-resourced contexts across the world.
Kathleen M. Bailey is Professor of Applied Linguistics at the Middlebury Institute of International Studies at Monterey, USA. She is President of TIRF. Donna Christian is a senior fellow with the Center for Applied Linguistics in Washington, DC. She serves on the TIRF Board of Trustees.
Inhaltsangabe
1. Introduction 2. What Do We Mean by Under-Resourced Context? Part 1 Policy Connections 3. Cambodia Language-in-Education Policy in the Context of ASEAN Economic Integration and the Internationalization of Higher Education 4. The Evolution of English as a Medium of Instruction in Vietnamese Tertiary EFL: Challenges, Strategies, and Possibilities 5. Access to English, Schooling Background, and Habitus: Evidence from Pakistani Graduate Students 6. Appropriation of Colombian ELT Policy in a Targeted School: The Creation of an "Elite" Yet Still Needy School in the Public Education System Part 2 Preparation of Teachers 7. What Challenges Do Novice EFL Teachers Face in Under-Resourced Contexts in Turkey? An Exploratory Study 8. English Language Teacher Associations and the Exclusivity of Professional Development: A Rwandan Case Study 9. Vietnamese Primary English Teachers' Cognition and Assessment Practices: A Sociocultural Perspective 10. Training Native and Nonnative English-Speaking Teachers: Task-Based Language Teaching in Honduras Part 3 Practice Insights 10. Stories as Innovation in English Language Teaching in Uganda 11. "They Can Be Anywhere Someday": Integrating Culture in Indonesian EFL Classrooms 12. Working for Social Justice in a Marginalized Colombian English Teaching Classroom 13. The Affordances of Translanguaging as a Pedagogical Resource for Multilingual English Language Classrooms in Malaysia 14. Readiness to Listen to Various Accents in an Asian English as a Lingua Franca Context in Thailand
1. Introduction 2. What Do We Mean by Under-Resourced Context? Part 1 Policy Connections 3. Cambodia Language-in-Education Policy in the Context of ASEAN Economic Integration and the Internationalization of Higher Education 4. The Evolution of English as a Medium of Instruction in Vietnamese Tertiary EFL: Challenges, Strategies, and Possibilities 5. Access to English, Schooling Background, and Habitus: Evidence from Pakistani Graduate Students 6. Appropriation of Colombian ELT Policy in a Targeted School: The Creation of an "Elite" Yet Still Needy School in the Public Education System Part 2 Preparation of Teachers 7. What Challenges Do Novice EFL Teachers Face in Under-Resourced Contexts in Turkey? An Exploratory Study 8. English Language Teacher Associations and the Exclusivity of Professional Development: A Rwandan Case Study 9. Vietnamese Primary English Teachers' Cognition and Assessment Practices: A Sociocultural Perspective 10. Training Native and Nonnative English-Speaking Teachers: Task-Based Language Teaching in Honduras Part 3 Practice Insights 10. Stories as Innovation in English Language Teaching in Uganda 11. "They Can Be Anywhere Someday": Integrating Culture in Indonesian EFL Classrooms 12. Working for Social Justice in a Marginalized Colombian English Teaching Classroom 13. The Affordances of Translanguaging as a Pedagogical Resource for Multilingual English Language Classrooms in Malaysia 14. Readiness to Listen to Various Accents in an Asian English as a Lingua Franca Context in Thailand
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