Research on Teaching and Learning English in Under-Resourced Contexts  book cover
1st Edition

Research on Teaching and Learning English in Under-Resourced Contexts

ISBN 9780367513771
Published March 29, 2021 by Routledge
228 Pages 4 B/W Illustrations

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Book Description

This book is the eighth volume in the Global Research on Teaching and Learning English series, co-published with The International Research Foundation for English Language Education (TIRF). It brings together the latest developments in research on teaching English in under-resourced contexts across the world, offering a window into the complex challenges that these communities face. Recommendations from research and experience in well-resourced contexts are frequently not relevant or feasible in different circumstances. Contributors explore local and regional assets and challenges to provide a deeper understanding of the difficult issues that language learners and teachers must confront, and they provide insights to meet those challenges.

With chapters written by TIRF Doctoral Dissertation Grant awardees, the volume addresses the crucial and growing need for research-based conversations on the contexts, environments, and challenges of teaching English in areas of the world with limited resources, literacy levels, or other constraints.

The volume includes sections on policy connections, teacher preparation, and practice insights. It is a useful resource for graduate students and teacher educators in language education, ESL/EFL education, and international education, and an enlightening reference for all readers with an interest in language education around the world.

Table of Contents

  1. Introduction
  2. Donna Christian & Kathleen Bailey

  3. What Do We Mean by Under-Resourced Context?
  4. Andy Curtis


    PART 1

    Policy Connections

  5. Cambodia Language-in-Education Policy in the Context of ASEAN Economic Integration and the Internationalization of Higher Education
  6. Virak Chan

  7. The Evolution of English as a Medium of Instruction in Vietnamese Tertiary EFL: Challenges, Strategies, and Possibilities
  8. Thi Hoai Thu Tran, Rachel Burke, and John Mitchell O’Toole

  9. Access to English, Schooling Background, and Habitus: Evidence from Pakistani Graduate Students
  10. Rooh Ul Amin

  11. Appropriation of Colombian ELT Policy in a Targeted School: The Creation of an "Elite" Yet Still Needy School in the Public Education System
  12. Norbella Miranda

    PART 2

    Preparation of Teachers

  13. What Challenges Do Novice EFL Teachers Face in Under-Resourced Contexts in Turkey? An Exploratory Study
  14. Özgür Şahan and Kari Şahan

  15. English Language Teacher Associations and the Exclusivity of Professional Development: A Rwandan Case Study
  16. Leanne M. Cameron

  17. Vietnamese Primary English Teachers’ Cognition and Assessment Practices: A Sociocultural Perspective
  18. Anh Tran

  19. Training Native and Nonnative English-Speaking Teachers: Task-Based Language Teaching in Honduras
  20. Lara Bryfonski


    PART 3

    Practice Insights

  21. Stories as Innovation in English Language Teaching in Uganda
  22. Espen Stranger-Johannessen

  23. "They Can Be Anywhere Someday": Integrating Culture in Indonesian EFL Classrooms
  24. Tabitha Kidwell

  25. Working for Social Justice in a Marginalized Colombian English Teaching Classroom
  26. Yecid Ortega

  27. The Affordances of Translanguaging as a Pedagogical Resource for Multilingual English Language Classrooms in Malaysia
  28. Shakina Rajendram

  29. Readiness to Listen to Various Accents in an Asian English as a Lingua Franca Context in Thailand

Panjanit Chaipuapae

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Kathleen M. Bailey is Professor of Applied Linguistics at the Middlebury Institute of International Studies at Monterey, USA. She is President of TIRF.

Donna Christian is a senior fellow with the Center for Applied Linguistics in Washington, DC. She serves on the TIRF Board of Trustees.