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This volume explores five themes of teacher identity work: narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices, presenting quality research for those furthering their knowledge of concepts grounding language teacher identity.

This book systematically explores and discusses English as a Lingua Franca (ELF) research methods frequently deployed by ELF researchers in analysing their data. It covers three different approaches: corpus-based, both written and spoken, conversation analytic and narrative approaches.

This book describes a theory-guided approach to Foreign Language (FL) course development, implementation, instruction and assessment.

The culmination of more than a decade of research, this compelling volume offers a fresh approach for applying functional linguistics to assess student performance, to inform the teaching and learning of Chinese and to design curriculum and teaching materials.

This book offers a detailed discussion of key aspects of teaching and learning English in the Saudi context and offers a comprehensive overview of related research authored or co-authored by Saudi researchers.

This book proposes a new paradigm for English language teaching based on concepts from English for Specific Purposes (ESP) research and applications as well as from growing evidence relating pattern recognition to language learning ability.

This book explores the ideologies, policies, and practices of English language education around the world today. It shows the ways in which ideology is a constituent part of the social realities of English language teaching (ELT) and how ELT policies and practices are shaped by ideological positions that privilege some participants.

This book showcases pedagogical tools for learning languages through interdisciplinary project-based learning (PBL). Chapters demonstrate a diverse range of PBL activities that help students build communities of practice within classroom settings, and across local and global communities.

This book brings together research from six different countries across three continents where teacher educators and policy makers are addressing the under-preparation of content teachers to work effectively with multilingual learners.

Post-colonial Curriculum Practices in South Asia gives a conceptual framework for curriculum design for English Language Teaching, taking into account context specific features in the teaching-learning settings of post-colonial South Asia

The teaching of English in the Asian context is always challenging and dynamic because both teachers and learners have diverse linguistic and cultural backgrounds. Equally important, where English is not widely used outside the classroom, English language classrooms are an authentic site of learner engagement. For these reasons, for all those concerned with contemporary English language teaching (ELT) in Asia, Asian English Language Classrooms: Where Theory and Practice Meet, provides an account of theoretical orientations and practices in the teaching of English to multilingual speakers whose primary language is not English. While covering the fundamental ELT areas (e.g., the teaching of language skills, educational literature, the use of technology in ELT, the role of pragmatics in ELT, social psychology of the language classroom, and language classroom management) with which every language teacher and teacher trainer must be concerned, this volume showcases how particular orientations shape ELT practices. We believe that practicing English teachers must have a heightened awareness of the theory behind their practice. At the same time, the theoretical stance must be firmly anchored in actual classrooms. Containing newly commissioned chapters written by well-regarded and emerging scholars, this book will appeal not only to beginning teachers or teachers in training but also to established teachers around Asia where English is used as a lingua franca. If you are a student teacher of English or an English teacher who would like to see what other progressive teachers like you are doing across Asia, this is the book you have been looking for.

This collection brings together a series of empirical studies on topics surrounding classrooms of Chinese as a second language (L2) by drawing on a range of theoretical frameworks, methodological strategies, and pedagogical perspectives.

This book is a resource book that presents the most fundamental techniques of quantitative data analysis in the field of language assessment.

The culmination of more than a decade of research, this compelling volume offers a fresh approach for applying functional linguistics to assess student performance, to inform the teaching and learning of Chinese and to design curriculum and teaching materials.

This book describes a theory-guided approach to Foreign Language (FL) course development, implementation, instruction and assessment.

English is increasingly used as a lingua franca (ELF) in communicative situations the world over with the acceleration of globalisation. This volume focuses uniquely on English-medium instruction (EMI) in higher education from an ELF perspective.

This book explores theories of space and place in relation to autonomy in language learning. Encompassing a wide range of linguistically and culturally diverse learning contexts, this edited collection brings together research papers from academics working in fourteen countries.

This book proposes Meaning-order Approach to Pedagogical Grammar (MAP Grammar) as a practical pedagogical approach in ESL and EFL contexts. By focusing on the order of meaning in a sentence, MAP Grammar distills current descriptive sentence structures into one meaning-based sentence structure for teaching and learning.

English education programs are frequently reformed to reflect need for proficieny. In response to these changes, educational contexts worldwide have implemented English education with uniquely different goals, motivations, features and pedagogies. While most research has focused on macro level language policy and planning, there is a growing interest in micro planning, especially teachers¿ agency in policy response. Teachers' capacity to act and shape their responses to educational reforms and practices is a quality developed through knowledge and experience. This book examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels.

This book presents the latest research on understanding language teacher identity and development for both novice and experienced researchers and educators; it also introduces graduate students to key teacher identity research findings.

This book ignites renewed discussion on the importance of linking the key concepts of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores the ways that team learning happens in ELT environments and out of these explorations, a more robust concept of team learning will emerge.

This book presents the latest research on understanding language teacher identity and development for both novice and experienced researchers and educators; it also introduces graduate students to key teacher identity research findings.

This book examines the complexities of multiple discourses embedded in language teaching materials, addressing such issues as "legitimate knowledge", the politics of learning materials, global cultural awareness, competing ideologies, etc.