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.
- What Do We Mean by Under-Resourced Context?
- Cambodia Language-in-Education Policy in the Context of ASEAN Economic Integration and the Internationalization of Higher Education
- The Evolution of English as a Medium of Instruction in Vietnamese Tertiary EFL: Challenges, Strategies, and Possibilities
- Access to English, Schooling Background, and Habitus: Evidence from Pakistani Graduate Students
- Appropriation of Colombian ELT Policy in a Targeted School: The Creation of an "Elite" Yet Still Needy School in the Public Education System
- What Challenges Do Novice EFL Teachers Face in Under-Resourced Contexts in Turkey? An Exploratory Study
- English Language Teacher Associations and the Exclusivity of Professional Development: A Rwandan Case Study
- Vietnamese Primary English Teachers’ Cognition and Assessment Practices: A Sociocultural Perspective
- Training Native and Nonnative English-Speaking Teachers: Task-Based Language Teaching in Honduras
- Stories as Innovation in English Language Teaching in Uganda
- "They Can Be Anywhere Someday": Integrating Culture in Indonesian EFL Classrooms
- Working for Social Justice in a Marginalized Colombian English Teaching Classroom
- The Affordances of Translanguaging as a Pedagogical Resource for Multilingual English Language Classrooms in Malaysia
- Readiness to Listen to Various Accents in an Asian English as a Lingua Franca Context in Thailand
Donna Christian & Kathleen Bailey
Thi Hoai Thu Tran, Rachel Burke, and John Mitchell O’Toole
Rooh Ul Amin
Preparation of Teachers
Özgür Şahan and Kari Şahan
Leanne M. Cameron