Principles and Practices for Teaching English as an International Language

<p>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? </p><p>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, <em>Principles and Practices for Teaching English as an International Language </em>fills a critical need in the field.</p> <p><strong>Preface</strong></p><p><strong>Part I: WHY ANOTHER BOOK ON EIL</strong></p><p><strong>1. Another Book about EIL? Heralding the Need for New Ways of Thinking, Doing, and Being</strong>Lubna Alsagoff</p><p><strong>Part II: CALLING FOR CHANGE</strong></p><p><strong>2. Individual Identity, Cultural Globalization, and Teaching English as an International Language: The Case for an Epistemic Break</strong>B. Kumaravadivelu</p><p><strong>3. Principles of Teaching English as an International Language</strong>Sandra Lee McKay</p><p><strong>4. Language Teaching and Learning in the Postlinguistic Condition?</strong>Mark Evan Nelson & Richard Kern</p><p><strong>5. The Use of Digital Media in Teaching English as an International Language</strong>Paige Ware, Meei-Ling Liaw & Mark Warschauer</p><p><strong>6. Linking EIL and Literacy: Theory and Practice</strong>Constant Leung & Brian V Street</p><p><strong>7. Identity and the EIL Learner</strong>Lubna Alsagoff</p><p><strong>8. Assessing English as an International Language</strong>Guangwei Hu</p><p><strong>Part III: IMPLEMENTING CHANGE</strong></p><p><strong>9. EIL Curriculum Development</strong>James Dean Brown</p><p><strong>10. Teaching Materials in EIL</strong>Aya Matsuda</p><p><strong>11. Teaching Oral Skills in English as a Lingua Franca</strong>Juliane House</p><p><strong>12. Lexical Innovation in English as an International Language: Implications for English Teaching</strong>Wendy D. Bokhorst-Heng</p><p><strong>13. Corpora in Language Teaching from the Perspective of English as an International Language</strong>John Flowerdew</p><p><strong>14. Grammar Teaching and Standards</strong>Anthea Fraser Gupta</p><p><strong>15. Principles and Practices for Teaching English as an International Language: Teaching Critical Reading</strong>Catherine Wallace</p><p><strong>16. Controversy and Change in How We View L2 Writing in International Contexts</strong>Christine Pearson Casanave</p><p><strong>17. Literature in Language Teaching</strong>Alan Maley</p><p><strong>18. Language Learning Strategies: An EIL Perspective</strong>Yongqi Gu</p><p><strong>Part IV: FORGING AHEAD</strong></p><p><strong>19. English as an International Language: A Time for Change</strong>Sandra Lee McKay</p><p><strong>About the Contributors</strong></p><p><strong>Index<br> </strong></p>