Teaching English to the World: History, Curriculum, and Practice is a unique collection of English language teaching (ELT) histories, curricula, and personal narratives from non-native speaker (NNS) English teachers around the world. No other book brings such a range of international ELT professionals together to describe and narrate what they know best.
The book includes chapters from Brazil, China, Germany, Hong Kong, Hungary, India, Indonesia, Israel, Japan, Lebanon, Poland, Saudi Arabia, Singapore, Sri Lanka, and Turkey. All chapters follow a consistent pattern, describing first the history of English language teaching in a particular country, then the current ELT curriculum, followed by the biography or the autobiography of an English teacher of that country. This consistency in the structuring of chapters will enable readers to assimilate the information easily while also comparing and contrasting the context of ELT in each country.
The chapter authors--all born in or residents of the countries they represent and speakers of the local language or languages as well as English--provide insider perspectives on the challenges faced by local English language teachers. There is clear evidence that the majority of English teachers worldwide are nonnative speakers (NNS), and there is no doubt that many among them have been taught by indigenous teachers who themselves are nonnative speakers. This book brings the professional knowledge and experience of these teachers and the countries they represent to a mainstream Western audience including faculty, professionals, and graduate students in the field of ESL; to the international TESOL community; and to ELT teachers around the world.
Table of Contents
Contents: Preface. G. Braine, Introduction. K. Rajagopalan, C. Rajagopalan, The English Language in Brazil--A Boon or a Bane? He An E, Learning and Teaching English in the People's Republic of China. C. Gnutzmann, English Language Teaching in Germany: A Reflection of the National and Universal Importance of English. I. Lee, English Language Teaching in Hong Kong Special Administrative Region (HKSAR): A Continuous Challenge. P. Medgyes, Facts and Beyond--Teaching English in Hungary. P. Dheram, English Language Teaching in India: Colonial Past vis-à-vis Curricular Reform. J. Mistar, Teaching English as a Foreign Language (TEFL) in Indonesia. O. Inbar-Lourie, English Language Teaching in Israel: Challenging Diversity. M. Oda, T. Takada, English Language Teaching in Japan. K. Shaaban, English Language Teaching in Lebanon: Challenges for the Future. J. Radwanska-Williams, L. Piasecka, English Language Teaching in Poland: Tradition and Reform. K. Al-Seghayer, Teaching English in the Kingdom of Saudi Arabia: Slowly but Steadily Changing. A. Chandrasegaran, A Success Story: English Language Teaching in Singapore. M. Samarakkody, G. Braine, Teaching English in Sri Lanka: From Colonial Roots to Lankan English. Y. Kirkgöz, English Language Teaching in Turkey: Challenges for the 21st Century.
"The volume draws a multi-faceted picture of the state of ELT profession in the world...The narratives, thoroughly summarizing programs, methods, teaching philosophies, and language policies in their retrospective countries, eloquently speak to the issue of the existing societal attitudes toward English in the historical and cultural context."--Estudios de Sociolingüística, Vol. 7, No. 2, 2006
"This one-of-a-kind book is an eye opener for all ELT practitioners...I congratulate Braine on his effort in bringing our colleagues from the periphery to the attention of those at the center...The volume...holds strong implications for teacher education, curriculum development, program administration, and teaching methodology."--Asian Journal of English Language Teaching, Volume 17
"George Braine effectively captures the rich diversity of English language teaching around the world...The result is an informative, insightful, and pleasantly readable look at the past and present state of English language education through the eyes of true insiders."--TESOL Quarterly, June 2007, Vol. 41, No. 2
"Readers will find Teaching English to the World to be extremely engaging and informative..[It] adds to our knowledge and understanding of ESL and EFL instruction and is a valuable addition to the literature devoted to nonnative speaker issues."--English for Specific Purposes Journal, Vol. 26, Iss. 2, 2007
"[This book] is commendable for many reasons, and teachers, researchers, and teacher trainers will find it to be a current and relevant resource."--JALT Journal, Autumn 2006
"This book is not only an inspiration to learners of English but it also provides valuable insights for teachers, both native and non-native speakers of English, on the issues faced by both learners and teachers of English in the countries."--Regional Language Centre Journal, August 2006
"[In this book] a reader can find numerous thought-provoking examples of burning issues in the field of teaching and learning EFL in particular locales or within various educational sustems...If a succinct label was ever requested for this book, highly recommended would say it all."—TESL-EJ, June 2006, Vol. 10, No. 1
"This book has definitely succeeded in strengthening the voice of NNS professionals in ELT, and in providing the much needed insights into language learning from people who have successfully learnt and taught the language....Many of us, NS and NNS teachers alike, will find it an enriching experience to smile, sign, or even shed tears with the contributors, our colleagues, as we read about their journeys in learning, teaching, and professional development."—ELT Journal
"An exciting, innovative [project] to bring diverse professional voices from different ethnic, national, political, and sociolinguistic backgrounds into the field of ELT."
—Angel M.Y. Lin, City University of Hong Kong
"This volume provides a public forum for voices seldom or never heard before outside their local home environments....Nothing can match its combined global representativeness and local insider perspectives on the past and current realities of ELT outside the so-called 'center'."—Diane Belcher, Georgia State University
"The issue of nonnative teachers of English has gained increasing prominence in recent years…This volume contributes to that topic and movement but goes even further by adding information on what English language teaching has meant in key countries around the world." –Paul Angelis, Studies in Second Language Acquisition (2007), 29: 497-498