"This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of socially sensitive pedagogy in contexts outside inner circle English-speaking countries. It provides comprehensive coverage of topics traditionally included in second language methodology courses (such as the teaching of oral skills and grammar), as well as newer fields (such as corpora in language teaching and multimodality); features balanced treatment of theory and practice; and encourages teachers to apply the pedagogical practices to their own classrooms and to reflect on the effects of such practices"-- Provided by publisher.
Content: Preface Part I: WHY ANOTHER BOOK ON EIL 1. Another Book about EIL? Heralding the Need for New Ways of Thinking, Doing, and Being Lubna Alsagoff Part II: CALLING FOR CHANGE 2. Individual Identity, Cultural Globalization, and Teaching English as an International Language: The Case for an Epistemic Break B. Kumaravadivelu 3. Principles of Teaching English as an International Language Sandra Lee McKay 4. Language Teaching and Learning in the Postlinguistic Condition? Mark Evan Nelson & Richard Kern 5. The Use of Digital Media in Teaching English as an International Language Paige Ware, Meei-Ling Liaw & Mark Warschauer 6. Linking EIL and Literacy: Theory and Practice Constant Leung & Brian V Street 7. Identity and the EIL Learner Lubna Alsagoff 8. Assessing English as an International Language Guangwei Hu Part III: IMPLEMENTING CHANGE 9. EIL Curriculum Development James Dean Brown 10. Teaching Materials in EIL Aya Matsuda 11. Teaching Oral Skills in English as a Lingua Franca Juliane House 12. Lexical Innovation in English as an International Language: Implications for English Teaching Wendy D. Bokhorst-Heng 13. Corpora in Language Teaching from the Perspective of English as an International Language John Flowerdew 14. Grammar Teaching and Standards Anthea Fraser Gupta 15. Principles and Practices for Teaching English as an International Language: Teaching Critical Reading Catherine Wallace 16. Controversy and Change in How We View L2 Writing in International Contexts Christine Pearson Casanave 17. Literature in Language Teaching Alan Maley 18. Language Learning Strategies: An EIL Perspective Yongqi Gu Part IV: FORGING AHEAD 19. English as an International Language: A Time for Change Sandra Lee McKay About the Contributors Index
Abstract: "What general principles should inform a socioculturally sensitive pedagogy for teaching English as an International Language and what practices would be consistent with these principles? This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of socially sensitive pedagogy in contexts outside inner circle English-speaking countries. It provides comprehensive coverage of topics traditionally included in second language methodology courses (such as the teaching of oral skills and grammar), as well as newer fields (such as corpora in language teaching and multimodality); features balanced treatment of theory and practice; and encourages teachers to apply the pedagogical practices to their own classrooms and to reflect on the effects of such practices. Designed for pre-service and in-service teachers of English around the world, Principles and Practices for Teaching English as an International Language fills a critical need in the field"-- Provided by publisher.

"This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of socially sensitive pedagogy in contexts outside inner circle English-speaking countries. It provides comprehensive coverage of topics traditionally included in second language methodology courses (such as the teaching of oral skills and grammar), as well as newer fields (such as corpora in language teaching and multimodality); features balanced treatment of theory and practice; and encourages teachers to apply the pedagogical practices to their own classrooms and to reflect on the effects of such practices"-- Provided by publisher