Innovation and change in English language education
Edited by Ken Hyland, Lillian L C Wong
Routledge – 2013 – 304 pages
Questions about what to teach and how best to teach it are what drive professional practice in the English language classroom. Innovation and change in English language education addresses these key questions so that teachers are able to understand and manage change to organise teaching and learning more effectively.
The book provides an accessible introduction to current theory and research in innovation and change in ELT and shows how these understandings have been applied to the practical concerns of the curriculum and the classroom. In specially commissioned chapters written by experts in the field, the volume
This book will be of interest to upper undergraduate and graduate students in applied linguistics, language education and TESOL as well as pre-service and in-service teachers, teacher educators, researchers and administrators keen to create and manage teaching and learning more effectively.
This book guides its readers to make sense of the complex, dynamic, and situated nature of change and innovation in English language education. The clarity of the writing and the decision by the editors to encourage case studies that illustrate a positive implementation of change will have the salutary effect of helping readers exercise their agency and embrace and even initiate change, rather than fearing or avoiding it.
Diane Larsen-Freeman, Professor Emerita of Linguistics and Education, University of Michigan, USA
Ken Hyland and Lillian Wong are to be commended for their timely and utterly absorbing synthesis of the knowledge base regarding innovation in English language teaching (ELT) around the globe. Innovation is the driving force for growth in the globalized economy of the 21st century and access to the English language is a prerequisite for effective participation in it. Yet, prior to this volume, the research literature has been scattered and largely incoherent. This book advances the field significantly by documenting the ways which innovation in ELT is likely to produce tangible and sustainable improvements in student outcomes.
James Cummins, Canada Research Chair and Professor of Education at the University of Toronto.
Ken Hyland & Lillian Wong (University of Hong Kong)
Section 1: Conceptions and contexts of innovation and change
2. Models of change and innovation
Chris Kennedy (University of Birmingham, UK)
3. Contexts of change
Numa Markee (University of Illinois at Urbana-Champaign, USA)
4. Cultures of change: appropriate cultural content in Chinese school textbooks
Yafu Gong (China National Institute for Educational Research, China) & Adrian Holliday (Canterbury Christ Church University, UK)
5. The management of change
Alan Waters (Lancaster University, UK) & Maria Luz C. Vilches (Ateneo de Manila University, Philippines)
Section 2: Innovation and change in teacher education
6. Innovation through teacher education programmes
Karen E. Johnson (Pennsylvania State University, USA)
7. Innovation through action research and teacher-initiated change
Anne Burns (Aston University, UK and University of New South Wales, Australia)
8. Reflective teaching as innovation
Kathleen M. Bailey and Sarah E. Springer (Monterey Institute of International Studies, USA)
9. Teacher thinking, learning, and identity in the process of change
Donald Freeman (University of Michigan, USA)
Section 3: Innovation and change in the language curriculum
10. Innovation in language policy and planning: Ties to English language education
Joseph Lo Bianco (University of Melbourne, Australia)
11. Change and innovation in primary education
Beverly Derewianka (University of University of Wollongong, Australia)
12. Innovation in secondary education: a case of curriculum reform in Hong Kong
David Carless and Gary Harfitt (University of Hong Kong)
13. Higher education constraints on innovation
Denise E. Murray (Macquarie University, Australia)
Section 4: Innovation and change in teaching practice
14. Innovation in materials development
Brian Tomlinson (Leeds Metropolitan University, UK)
15. Corpora, innovation and English language education
Ken Hyland (University of Hong Kong)
16. Innovation in the young learner classroom
David Nunan (University of Hong Kong)
17. Technological innovation and teacher change: IT in teacher professional development
Lillian L. C. Wong (University of Hong Kong)
18. Innovation in Assessment: Common Misconceptions and Problems
Chris Davison (University of New South Wales, Australia)
Ken Hyland is Chair Professor of Applied Linguistics and Director of the Centre for Applied English Studies at the University of Hong Kong. He has published over 160 articles and 20 books on language teaching and academic writing and is co-editor of Applied Linguistics.
Lillian L. C. Wong is a senior lecturer in the Centre for Applied English Studies at the University of Hong Kong. She also researches innovations in English language teaching and learning and is a member of the Board of Directors of TESOL International Association.