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Teaching English Language Variation in the Global Classroom




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ISBN 9780367630256
November 30, 2021 Forthcoming by Routledge
184 Pages 2 B/W Illustrations

 
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Book Description

Teaching English Language Variation in the Global Classroom offers researchers and teachers methods for instructing students on the diversity of the English language on a global scale. A complement to Devereaux and Palmer’s Teaching Language Variation in the Classroom, this collection provides real-world, classroom-tested strategies for teaching English language variation in a variety of contexts and countries, and with a variety of language learners.

Each chapter balances theory with discussions of curriculum and lesson-planning to address how to effectively teach in global classrooms with approaches based on English language variation. With lessons and examples from five continents, the volume covers recent debates on many pedagogical topics, including standardization, stereotyping, code-switching, translanguaging, translation, identity, ideology, empathy, post-colonial and critical theoretical approaches, and more. The array of pedagogical strategies, accessible linguistic research, clear methods, and resources provided makes it an essential volume for pre-service and in-service teachers, graduate students, and scholars in courses on TESOL, EFL, World/Global Englishes, English as a Medium of Instruction, and Applied Linguistics.

Table of Contents

Part 1: Methods and Strategies

Chapter 1: English Words in the English World: Integrating World Englishes in the Linguistics Classroom

Luca Raimondi, King's College London, UK and University of the Witwatersrand, Johannesburg, South Africa

Chapter 2: Using Learning Stations at College: An Introduction to Linguistic Shift and Change for English Proficiency Development

Yolanda Morató, University of Seville, Spain

Chapter 3: Balancing the Focus on Local and Global Varieties of English: Can Teaching Pedagogy Take the Multilingual Turn?

Aicha Rahal, Aix-Marseille University, France

Chapter 4: Translation as an Asset to Raise Global Englishes Awareness in the English Classroom

Elif Kemaloglu-Er, Adana Alparslan Türkeş Science and Technology University, Turkey

Chapter 5: Practical Suggestions for Integrating Translanguaging in Secondary EFL: Using a Wordless Picture Book and Book Club Discussions

Eun Young Yeom, University of Georgia, USA

Chapter 6: L1 Use and Translanguaging in ELL Peer Interaction: A Problem or a Useful Tool?

Dmitrii Pastushenkov, Michigan State University, USA, Curtis A. Green-Eneix, Michigan State University, USA, and Olesia Pavlenko, Kent State University, USA

Part 2: Literature and Writing

Chapter 7: A Conversation-Analytic Approach to Translanguaging Practices in Literature Courses in Turkish Higher Education

Vildan İnci-Kavak, Gaziantep University, Turkey, and Yasemin Kırkgöz, Çukurova University, Turkey

Chapter 8: The Subtle Case of Beirut: Translingualism in the English-Medium Undergraduate Literature Classroom

Salma Yassine and Vicky Panossian, Lebanese American University, Lebanon

Chapter 9: Integrating Global Englishes into Literature and Writing Units: Advice for Secondary Teachers

Victoria E. Thompson, Riverwood International Charter School, Georgia, USA

Chapter 10: Language Diversity, Cross-Cultural Awareness, and Digital Media in the Writing Classroom

Florence Elizabeth Bacabac, Dixie State University, USA

Chapter 11: Trans-/multilingual Language in Different Contexts: Using Scaffolding to Assist Multilingual Learners

Verbra Pfeiffer, University of South Africa, South Africa

Part 3: Perceptions and Ideologies

Chapter 12: Speak Locally, Listen Globally: Training Listeners to Understand the Diverse Accents of Englishes Around the World

Vance Schaefer, The University of Mississippi, USA, and Isabelle Darcy, Indiana University, USA

Chapter 13: Implementing Global Englishes Real-World Activities in a Thai Tertiary Setting

Yusop Boonsuk & Eric A. Ambele, Prince of Songkla University, Thailand

Chapter 14: Code-Switching in Hong Kong: Key to Implementing a Hong Kong English Curriculum?

Ka Long Roy Chan, The Hong Kong Polytechnic University, Hong Kong

Chapter 15: Translanguaging in University Direct-Entry Pathway English Courses: An Australian Case

Michelle Ocriciano, The University of Queensland, Australia

Chapter 16: Global Englishes and Oral Communication: Perceptions of Multilingual Speakers

Nasiba Norova, University of Massachusetts, USA

Chapter 17: Using (Critical) Applied Linguistics to Negotiate the Teaching of Dominant Englishes

Ribut Wahyudi, Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang, Indonesia

 

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Editor(s)

Biography

Michelle D. Devereaux is Associate Professor of English Education at Kennesaw State University, USA.

Chris C. Palmer is Professor of English at Kennesaw State University, USA.