This thought-provoking and informative collection of essays covers a broad spectrum of topics including: - Why the communicative approach is dead and what to do about it - How to implement blended learning in day-to-day English teaching - Virtual worlds and why English teachers should get a second life - The different roles played by the language teacher - The value of translation in language teaching - Whether native English speakers really make better teachers - Why you should NOT be teaching International English - A more effective way to teach Technical English - The truth about Superlearning and suggestopaedia - The secret to being a good English teacher - Teaching the language of sex. Also included are chapters on the author's unique insight into the issue of complexity in language teaching as manifested in the correlation between language, set theory and fractal mathematics - and the consequences for learners and teachers of English.

There are several issues in English teaching on which applied linguists take very different positions: e.g. linguistic imperialism, the validity of critical discourse analysis, the pedagogic relevance of corpus descriptions of language, the theoretical bases of second language acquisition research, the nature of applied linguistics itself. This book presents exchanges between scholars arguing different positions, and directs attention to the key points at issue.

Language is a dynamic process, the hallmarks of which are self-organisation, self-similarity and chaotic determination. Instead of seeking simple solutions to complex problems, teachers and syllabus designers should be reaching out beyond existing course books and methodologies to embrace the lessons learned by other scientific disciplines. The fractal approach envisages a new paradigm of language based on forms found in nature and indicates a goal-oriented method of developing teaching materials incorporating a holistic view of language acquisition. This book outlines the theory, presents guidelines for implementing it in the classroom and gives practical examples of the fractal approach in action. With this approach, Claypole 'steps away from ELT convention and offers a perspective from a very different world... His contribution to the field is definitely worth reading.' - Evan Frendo

ELT, a vast and growing field of research, has now moved beyond primary concerns related to developing learners’ proficiency in the language and designing curricula, syllabi, materials and assessment tools. It is witnessing rapid development towards de-centralizing and de-elitizing English, promoting multilingual approaches for teaching English and bridging the gap between language-in-education policies and practices. Critical Issues in ELT compiles research papers by linguists, language teachers, and English language teaching professionals to present contemporary debates on critical issues related to English language teaching, primarily in India. The subject matter of this book includes a variety of articles based on empirical data. It discusses the challenges facing ELT today and also includes papers discussing theoretical positions/frameworks/issues in ELT, classroom-based action research projects, and personal narratives. Print edition not for sale in South Asia (India, Sri Lanka, Nepal, Bangladesh, Pakistan or Bhutan)

This text goes back to basics by investigating fundamental assumptions about the way English should be defined and taught as a foreign language. It looks at different attitudes to English teaching, and critically examines proposals for course content.

Chapter 1.Beliefs and realities: a framework for decision making --chapter 2.Contrastive and intercultural rhetoric --chapter 3.Writing in a digital era --chapter 4.What and whose standards for L2 writing? --chapter 5.Paths to improvement --chapter 6.Writing from sources and the dilemma of plagiarism --chapter 7.Assessment --chapter 8.Miscellaneous controversies: critical thinking, individualism, and voice.

This edited book brings together a collection of research-based chapters that address a variety of topics related to the teaching of English in different contexts around the world. The chapters are informed by a critical approach to research, employing a variety of research methods to question and problematize taken-for-granted definitions and practices in areas such as classroom pedagogy, testing, curriculum, language policy, the position of English as a medium of instruction, educational management, teacher education, materials and evaluation. This book addresses a major gap in theoretical and research literature in the area of teaching English, and it will be of interest to trainee and practising teachers, research students and scholars of EFL and TESOL, and researchers in applied linguistics.