This book employs the realm of English Language Teaching (ELT) as a discursive point of departure to explore how individuals, groups, entities and institutions apprehend, embrace, deal with, manipulate, problematize and resist glocal flows of people, ideas, information, goods, and technology. It apprehends and attends to tensions arising from the fluidly local-global construction and negotiation of borders of identity and interaction within a diverse array of contexts and English education therein. These tensions, whether conceptual or pedagogical, may arise in and through governmental and institutional policymaking, teacher training, or curriculum and materials development, and in the learning experience both within and beyond the classroom, as teachers and students engage with course content and each other.
|Series:||Intercultural Communication and Language Education|
|Edition description:||Softcover reprint of the original 1st ed. 2018|
|Product dimensions:||6.10(w) x 9.25(h) x (d)|
About the Author
Ali Fuad Selvi (PhD, University of Maryland) is an Assistant Professor of TESOL and Applied Linguistics and the Chair of the Teaching English as a Foreign Language program at Middle East Technical University, Northern Cyprus Campus. His research interests include the sociolinguistics of English as an international language and its implications for language learning, teaching, teacher education and language policy/planning; issues related to (in)equity, marginalization, discrimination and professionalism in TESOL; and second language teacher education. He is the Past Chair of the NNEST Interest Section in TESOL International Association.
Nathanael Rudolph (PhD, University of Maryland) is an Associate Professor of TESOL and Applied Linguistics in the Department of English at Mukogawa Women’s University, in Nishinomiya, Hyogo, Japan. In and through his research and teaching, Nathanael advocates contextualized education that critically and practically accounts for and celebrates hybridity and diversity, in terms of identity and interaction. His specific interests relate to postmodern and poststructural approaches to teacher and learner identity, (in)equity in the field of ELT, and approaches to teacher education and classroom practice that challenge essentialized and idealized (non)nativeness.;klio;io;iol.
Table of ContentsIntroduction: Conceptualizing and Approaching "Education for Glocal Interaction".- Part I Global Tensions: Negotiation and Construction of Education Attending to the Local and Glocal.- Teaching Foreign Language in the Glocal Contact Zone: The Case of France and China.- Haiti's Language in Education Policy: Conflicting Discourses at Local Level.- A Glocalized or Globalized Edition? Contextualizing Gender Representation in EFL Textbooks in Saudi Arabia: A Critical Discourse Analysis Perspective.- ELF-aware Pre-Service Teacher Education Promoting Future English Language Teachers' Construction of Professional Identities in Turkey.- Glocal Experiences in your own Backyard: Teacher Candidates Developing Understanding of Equity, Diversity, and Social Justice.- Part II Attending to the Contextualized, Glocal Negotiations of Identity and Instruction in Approaches to the "Classroom".- Co-Producing Glocal Knowledge: Possibilities of International Education Courses in Japan.- Education for Glocal Interaction Beyond Essentialization and Idealization: Classroom Explorations and Negotiations.- Complementary and Contradictory Vissions of Epistemic Justice in World Englishes Graduate Seminars: A Dialog.- Local Languages as a Resource in (Language) Education.- Contexts of English Language Teaching as Glocal Spaces.- Afterword.