This book provides the reader with a basis upon which to develop teaching and learning methodologies for the multicultural classroom. It is a valuable tool for language teachers who want to implement educational practices that best serve the needs of learners eager to acquire proficiency in languages of wider communication such as English. Focusing on cross-cultural communicative competency, and with chapters on the historical spread of English, the pros and cons of utilizing American and British norms, and new alternative methods and practices, this book provides English instructors with the foundation they will need to meet the challenges of teaching a lingua franca in the age of globalization. Novel conceptualizations of language are presented which bring pluralism and multiculturalism center stage. The volume serves to show how teachers and teacher trainees can best assist learners in their pursuit of oral communication skills in the world’s most utilitarian language.

The worldwide spread, diversification, and globalization of the English language in the course of the twentieth and early twenty-first centuries has significant implications for English Language Teaching and teacher education. We are currently witnessing a paradigm shift towards Teaching English as an International Language (TEIL) that aims to promote multilingualism and awareness of the diversity of Englishes, increase exposure to this diversity, embrace multiculturalism, and foster cross-cultural awareness. Numerous initiatives that embrace TEIL can be observed around the world, but ELT and teacher education in Germany (and other European countries) appear to be largely unaffected by this development, with standard British and American English and the monolingual native speaker (including the corresponding cultural norms) still being very much at the center of attention. The present volume addresses this gap and is the first of its kind to showcase recent initiatives that aim at introducing TEIL into ELT and teacher education in Germany, but which have applicability and impact for other countries with comparable education systems and ‘traditional’ ELT practices in the Expanding Circle. The chapters in this book provide a balanced mix of conceptual, empirical, and practical studies and offer the perspectives of the many stakeholders involved in various settings of English language education whose voices have not often been heard, i.e., students, university lecturers, trainee teachers, teacher educators, and in-service teachers. It therefore adds significantly to the limited amount of previous work on TEIL in Germany and bridges the gap between theory and practice that will not only be relevant for researchers, educators, and practitioners in English language education in Germany but other educational settings that are still unaffected by the shift towards TEIL.

This book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher education programs, courses, units in a course, and activities from diverse geographical and institutional contexts, which together demonstrate a variety of possible approaches to preparing teachers to teach EIL. The book helps create a space for the exploration of EIL teacher education that cuts across English as a Lingua Franca, World Englishes and other relevant scholarly communities.

English language programs depend on the effective assessment of the measure of student proficiency for purposes of placement, advancement, and completion. A variety of approaches may be adopted depending on the program, its objectives, and the students it serves. Teachers and administrators in many contexts may also be required to meet institutional accountability expectations, often externally imposed and related to accreditation standards. The need for appropriate and accurate assessment of student learning, whether internally sought or externally required, provides the opportunity for teachers and administrators to consider current practices, implement reforms, and because of ongoing assessment findings, improve student learning through curricular change, teacher training, and modification of classroom practice. Global Perspectives on Effective Assessment in English Language Teaching explores approaches, models, principles, and techniques related to effective assessment at the classroom and program levels. Covering topics such as language program evaluation, curriculum alignment, and alternative assessment methods, this book is ideal for classroom teachers, administrators, researchers, and students.

This volume provides a comprehensive account of project-based language learning (PBLL) which showcases key theoretical approaches, empirical research, technological tools, and research-based frameworks to help further PBLL implementation and research. Taking its cue from the conclusions drawn from project-based learning more broadly, which point to the impact of project-based work on learning and development, discourse socialization, subject engagement, and collaborative skills, the book highlights how these discussions might be extended and enhanced within the context of language learning. The volume begins with discussions of philosophical and theoretical models of PBLL and is followed by case studies from contributors from a range of learning contexts and geographic regions which demonstrate these models in practice, with a focus on the implementation of technology in such instances. The book also introduces resources for aligning projects with government standards in the classroom but also frameworks for researching and assessing PBLL. This comprehensive collection is essential reading for students and researchers in language learning and teaching, language education, curriculum design, and applied linguistics.

Bilingual Education in the 21st Century examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers. Provides an overview of bilingual education theories and practices throughout the world Extends traditional conceptions of bilingualism and bilingual education to include global and local concerns in the 21st century Questions assumptions regarding language, bilingualism and bilingual education, and proposes a new theoretical framework and alternative views of teaching and assessment practices Reviews international bilingual education policies, with separate chapters dedicated to US and EU language policy in education Gives reasons why bilingual education is good for all children throughout the world, and presents cases of how this is being carried out

This volume fills a gap in the literature between the domains of Communication Studies and Educational Sciences across physical-virtual spaces as they intersect in the 21st century. The chapters focus on “languaging” - communicative practices in the making - and its intersection with analogue and virtual learning spaces, bringing together studies that highlight the constant movement between analogue-virtual dimensions that continuously re-shape participants' identity positionings. Languaging is understood as the deployment of one or more than one language variety, modality, embodiment, etc in human meaning-making across spaces. Languaging activities are explored through a multitude of literary artefacts, genres, media, and modes produced in and across sites. The authors go beyond “best practice” approaches and instead present “how-to-explore” communicative practices for researchers, learners and teachers. This book will be of interest to readers situated in the areas of literacy, literature, bi/multilingualism, multimodality, linguistic anthropology, applied linguistics, and related fields. Chapters 2, 5, 8 and 12 are open access under a CC BY 4.0 license at link.springer.com.