ABSTRACT
This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers’ knowledge base—their specialized knowledge, skills, competencies, and commitments—vis-à-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.
TABLE OF CONTENTS
part I|64 pages
The global spread of English and Global Englishes Language Teaching pedagogy
chapter 1.5|6 pages
A professional development program for Chinese EFL teachers
chapter 1.6|6 pages
Developing teachers' Global Englishes awareness through active learning activities
chapter 1.8|5 pages
“We were willing to try again and make it understandable for both parties”
chapter 1.10|6 pages
Encouraging teacher educators to investigate teachers' attitudes towards Global Englishes
part II|59 pages
Language teaching methods and instructional materials in Global Englishes
chapter 2.4|6 pages
Explicit, implicit, or both?
chapter 2.7|6 pages
Navigating local cultures and languages
chapter 2.9|7 pages
A plurilithic approach to English for Academic Purposes (EAP) writing instruction
part III|63 pages
Transculturality and identity in Global Englishes
chapter 3.2|6 pages
What's in a name?
chapter 3.4|6 pages
Find someone who
chapter 3.5|6 pages
Whose culture(s) are we teaching in class?
chapter 3.6|5 pages
Reflections on a language teacher identity module in a Global Englishes context
chapter 3.7|13 pages
Diverging from the native speaker framework
chapter 3.8|8 pages
Navigating linguistic and cultural identities
part IV|39 pages
Language assessment in Global Englishes
chapter 4.5|8 pages
Language assessment in Global Englishes
part V|28 pages
Curriculum development in Global Englishes
part VI|9 pages
Conclusion