Local Research and Glocal Perspectives in English Language Teaching: Teaching in Changing Times

by Rubina Khan (Editor), Ahmed Bashir (Editor), Bijoy Lal Basu (Editor), Md. Elias Uddin (Editor)

Overview

This book provides an overview of recent trends and developments in the field of English language education. It showcases research endeavors from a heterogenous group of scholars from different parts of the world and brings together perspectives from both experienced and emerging scholars. This book provides a platform for established as well as emerging practitioners and scholars in the field of English Language Teaching to share their research. It synthesizes local expertise and culture with innovative ideas from other contexts and brings theory and practice together in one volume.

Product Details

ISBN-13:	9789811964589
Publisher:	Springer-Verlag New York, LLC
Publication date:	01/01/2023
Sold by:	Barnes & Noble
Format:	eBook
File size:	7 MB

About the Author

Rubina Khan is Professor at the Department of English, University of Dhaka, Bangladesh. She has a Ph.D. in English Language Teaching (ELT) from the University of Warwick, and an MA in TESOL from the University of Northern Iowa, USA. With experience in teaching, research, and assessment, she has published extensively and presented at national and international forums. Her current areas of interest include teacher professional development and leadership skills. She is President of the Bangladesh English Language Teachers Association (BELTA).
Ahmed Bashir is Professor at the Department of English, University of Dhaka, Bangladesh. He has an MA in Applied Linguistics&English Language Teaching (ELT) from the University of Dhaka, and a second MA in TESOL from the University of Nottingham, Malaysia Campus. His areas of interests include language learning/teaching strategies, learner autonomy, educational technology, and language testing and assessment. He is theGeneral Secretary of the Bangladesh English Language Teachers Association (BELTA).
Bijoy Lal Basu is Associate Professor at the Department of English, University of Dhaka, Bangladesh. He has a PhD in Curriculum and Pedagogy from King’s College London and an MA in TESOL from the UCL Institute of Education. He has co-authored Endeavour: An introductory language coursebook (2014) and published articles in journals including TESL EJ and Asia TEFL. His research interests include ELT curriculum and pedagogy, teacher education, pragmatics and discourse studies.
Md. Elias Uddin is Assistant Professor at the Department of English, University of Dhaka, Bangladesh. He has an MA in Applied Linguistics and English Language Teaching (ELT) from the University of Dhaka. His areas of interest include educational assessment, materials design and development, and teacher education.

Table of Contents

Introduction.- Part 1: Socio-cultural perspectives in ELT.- ELT and development in Bangladesh: A critical overview.- Students' uptake of translanguaging pedagogies and translanguaging-oriented assessment in an ELT classroom at a Bangladeshi university.- Culture in language teacher education: A South Asian perspective.- Snowflakes versus ice cubes in creative language use.- Part 2: Curriculum and materials.- Economisation of the secondary English curriculum in Bangladesh.- Outcome-based living ELT curriculum in higher education in Bangladesh.- Enacted curriculum of private English kindergartens in Korea: Cases of three play-based English kindergartens in Seoul.- “Stories About Ourselves”: Collaboration, teacher development, and creating culturally relevant graded EFL reading materials for Bangladeshi learners.- The challenges of developing ELT materials for higher secondary schools in Bangladesh: The case of the English textbook.- Rhizomatic literacy through graphic novels.- Part 3: Educational technology.- Students’ evolved beliefs of TELL constraints and benefits: Learner voices from an EAP programme.- Teacher initiatives for technology integration in higher education in Bangladesh.- Wiki-based collaborative writing: Undergraduate learners’ perspectives.- Using digital tools to enhance student engagement in online learning: An action research study.- Part 4: ELT practices.- Re-envisioning English language teaching in a post-COVID world: Using language education for sustainable development.- Exploring language learning attitudes through diaries.- Second language writing instruction in Iran: The status quo and future research agenda.- Impact of textual enhancement on EFL learners’ noticing and acquisition of noun and verb phrases.- Disruptive perspectives and reinvention: Why and how for the English learners.- Part 5: Assessment.- Practical applications of learning-oriented assessment (LOA).- Exploring assessment literacy of tertiary-level teachers in Bangladesh.- Impact of a national English as a foreign language test on parents in Nepal.- Common item violations in multiple choice questions in Bangladeshi recruitment tests.- Part 6: Teacher education.- Researching and developing teacher expertise in the Global South: Local and transferrable solutions.- The professional, pedagogical, and personal impacts of being a volunteer teacher trainer: Case studies from teachers helping teachers.- English language teacher education and policy changes in multilingual Indonesia.- “Not Proper Teaching”: The beliefs and experiences of novice native English language teachers in the UK.- (Re)thinking initial teacher education curriculum: Towards equitable, crisis-ready TESOL.- Closing thoughts.

What People are Saying About This

From the Publisher

“This deeply insightful volume reveals new perspectives and practices in English language teaching at a time when globalised pedagogies are challenged by a growing body of research that rightly foregrounds the value of local knowledge and cultural appropriateness. Chapters by teacher-researchers in different contexts demonstrate the power of agency and creativity as teachers deal with unforeseen circumstances and adapt their strategies in changing times. I am delighted to see important trends highlighted here, including teachers’ collaboration across contexts and the role of teacher mobility in appreciation of local concerns. I concur with the view that English language teaching should engage with contemporary societal issues and help students become future leaders, enabling them to tackle inequalities and solve problems in their communities. The book helps us see how such leadership skills may be developed by cultivating a multilingual and multiliterate mind.” (Professor Agnes Kukulska-Hulme, Institute of Educational Technology, The Open University, UK)

“This ‘must-possess’ volume of 30 chapters focusing on almost all aspects of ELT is a significant departure from accepting uncritically the Euro- or Anglo-centric dogma to creating a space that reflects an intermingling of global and local ideas, both theory and practice, in which the stakeholders are trying to make sense of the changed times with Covid-19 as the backdrop. It’s a celebration of the ‘coming of age’ of all those who work in the Global South, as they interrogate their field of inquiry and get a deeper understanding of their own context. In this scenario everyone is a researcher, teacher, expert and user of ‘knowledge’ generated which is amenable to further inquiry. In this sense it demonstrates a way to deconstruct cultural constructs that have been in use and have become a part of our lives. Critique we must, if only to revalidate established theories and reclaim our terrain.” (Rama Mathew, Former Professor, Department of Education, Delhi University, India)

“Although the concept “thinking globally whilst acting locally” has been with us since the 1980s, for many years it was more of a theory than practice. However, in this collection, we can clearly see how far Glocalization in English language teaching and learning has come since those early days. In addition to the chapters on ELT in the Bangladesh context today, there are also chapters on Glocalization in South Korea, Iran, Nepal, Indonesia, the UK, and elsewhere, written by contributors in Bangladesh, Australia, Japan, Dubai, Canada, India, Hong Kong, and Malaysia, making this a truly international collection on Glocalization in ELT around the world. The 30 chapters in this volume present a comprehensive, international overview that constitutes a unique and much-needed contribution to this important work in our field.” (Andy Curtis, Professor, Graduate School of Education, Anaheim University, USA)