Critical Views on Teaching and Learning English Around the Globe
Qualitative Research Approaches
Emerald
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- Description
- Contents
This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include
- its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning
- its inclusion of the experiences of students and educators in both core and non-core English-speaking countries
- its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas
Of particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods.
Preface.
- Chapter 1. English Around the Globe and Translocal Flows; José Aldemar Álvarez V.
- Part I. English Language Users And Identity Positionings.
- Chapter 2. Framing Learners' Identity Through Semiotic Designs on Social Networking Sites for Language Learning; José Aldemar Álvarez V.
- Chapter 3. “I Translate Everything in My Head”: Maintaining Bilingualism in a U.S. Middle School; Erin Mackinney.
- Chapter 4. The Role of the EFL Classroom in Maintaining Multilingual Identities: Issues and Considerations in Sør-Trøndelag Public Schools; Anna Krulatz and Eivind Nessa Torgersen.
- Chapter 5. Language Learning Perspectives and Experiences of Black English Speaking Stakeholders in the Community of Flowers Bay, Roatan, Honduras; Carla McNelly.
- Part II. Language Ideologies, Hierarchies, And Social Practice.
- Chapter 6. “What! You Don't Know English?”: Producing, Reproducing, and Resisting Dominant English Ideologies in a Mexican High School; Cathy Amanti.
- Chapter 7. “They Just Have the ‘Foreigner Face’”: Ideologies of Ethnicity, Nationality, Native-Speakerism, and English in Taiwan; Charles Brown.
- Chapter 8. Legacies of Language Ideology in Alaska; Jennifer Stone.
- Chapter 9. English, Arabic, and “Good Teaching”: How Language Ideologies Shape L2 Teachers' Discourses About Teaching and Learning; Thomas Deus.
- Part III. English, NGOs, And Development.
- Chapter 10. Learning English in the Margins: Migrant Worker Knowledge Production in Beirut's NGO Spaces; Shireen Keyl.
- Chapter 11. “I Cannot Stay Idle in This Community”: Translocal Investments in ELT for Refugee Resettlement; Katherine Silvester.
- Chapter 12. A Pedagogy of Enthusiasm: A Critical View of English-Language Voluntourism; Cora Jakubiak.
- Chapter 13. Concluding Commentary; Cathy Amanti.
- About the Editors.