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-----Original Message-----
From: owner-edling at ccat.sas.upenn.edu
[mailto:owner-edling at ccat.sas.upenn.edu] On Behalf Of Joel Hardman
Sent: Monday, September 27, 2004 11:43 AM
To: edling at ccat.sas.upenn.edu
Subject: [EDLING:325] Call for submissions

Call for Submissions for Global English Language Teacher Education
Editors: Seran Dogancay-Aktuna and Joel Hardman,
Southern Illinois University Edwardsville


We are working on an edited volume to be submitted to TESOL publications

on how TESOL professionals are responding to the changes in the role,
status, and corpus of English in various contexts. We invite submissions

that specifically address one of the proposed themes of the volume as
listed below. Your submission should indicate which of the listed themes

your work attempts to develop and should display familiarity with the
relevant literature cited below.
The deadline for submission of completed manuscripts is January 20,
2005. Please direct inquiries to the editors at jhardma at siue.edu or
saktuna at siue.edu

Manuscripts should be prepared in Word format and submitted as .pdf or
Microsoft Word attachments to the editors. Please attach a cover page
that includes the following information:

Name:
Affiliation:
Contact information:
E-mail address:
The theme your submission develops:
Description of your professional position: (100 words)

Summary:
The role of the English language in the process of globalization and the

issues surrounding the ubiquitous teaching of English as an
international language have been recent topics of discussion in applied
linguistics and TESOL. The past decade has seen significant publication
on these topics. Some publications have examined the linguistic,
cultural, and political issues surrounding the spread of the English
language around the world (Block and Cameron 2002, Brutt-Griffler 2002,
Burns & Coffin 2001, Crystal 1997, Pennycook 1994, Phillipson 1992).
Others have focused on the role of Non-Native English-speaking teachers
in this process of globalization (Braine 1999, Gnutzmann 1999, Medgyes
1994). Finally, some have described the impact on teaching itself (Block

and Cameron 2002, Canagarajah 1999, Gnutzmann 1999, Holliday 1994, McKay

2002). However, there has not yet been a volume of work that pulled
together these strands of investigation and related them to teacher
education and development, looking at how English language teacher
development can be improved in this world of new English speakers, new
Englishes, and new uses of English.

This proposed book aims to contribute to this discourse from the
perspective of teacher education and professional development with an
emphasis on practice in different environments. We want to explore
further the issues triggered by the global presence of English by
delineating the particular questions TESOL professionals, both native
and non-native users of English, need to respond to and integrate into
their curricula. We are particularly interested in addressing several
issues hitherto not widely examined in the literature: How are teacher
educators responding to the global presence of English (for instance, to

its new varieties, role and status in non-English speaking communities,
issues of linguistic imperialism, and the like)? What modifications are
teacher educators, as professionals in charge of preparing EFL teachers
who are responsible for most English language teaching in the world,
making in their programs and course curricula to reflect these debates,
if any? We also want to explore how practicing teachers, especially
those with many years of experience in various EFL contexts, are
continuing with their professional development as English language
teachers given the changes in the role, status, and corpus of English.
Furthermore, we are interested in exploring whether and how teacher
educators and teachers in non-English-speaking countries are locally
appropriating pedagogical innovations stemming from English-speaking
countries.

Global English Language Teacher Education thus aims to bring the voices
of TESOL professionals from different contexts to contribute to the
ongoing debate on the globalization of English. We are seeking
contributions from native and non-native English speaking TESOL
professionals, that is, teacher educators and practicing teachers, who
will share their experiences with others who have similar concerns.

The intended audiences are students enrolled in TESOL programs across
the world, their educators, and teachers seeking professional
development in line with changes in the global role and status of the
English language.

Proposed themes:
I. Global English: macro and micro issues for English language education

today.
II. How TESOL professionals (both teachers and teacher educators) have
addressed professional development issues in response to the expanding
role of English in global, and, sometimes, local, communication;
III. TESOL professionals changing attitudes toward New Englishes and
multiple standards for English;
IV. Modifications TESOL professionals have made in teaching English as
an International language (vs. EFL);
V. How TESOL professionals deal with pedagogical innovations (materials
and approaches) stemming from inner-circle countries, in contrast with
any local appropriation movements;
VI. Suggestions for (1) modifications in English language teacher
education programs in light of I-V above, and (2) suggestions for
in-service professional development towards ELT professionals working in

the global arena.


Relevant Publications:
Block, D. and Cameron, D. (eds.) 2002. Globalization and language
teaching. Routledge.
Braine, G. (ed.) 1999. Non-native educators in English language
teaching. Lawrence Earlbaum.
Burns, A. & Coffin, C. (Eds.) 2001. Analyzing English in a global
context: A reader. Routledge.
Brutt-Griffler, J. 2002. World English: A study of its development.
Multilingual Matters.
Canagarajah, S. 1999. Resisting linguistic imperialism in English
teaching. Oxford University Press.
Coleman, H. (ed.) 1996. Society and the language classroom. Cambridge
University Press.
Gnutzmann, C. (1999). Teaching and Learning English as a Global
Language: Native and Non-Native Perspectives. Tubingen: Stauffenberg
Verlag.
Crystal, D. 1997. English as a global language. Cambridge University
Press.
Graddol, D. 1997. The Future of English. London: The British Council
Hall, J. K. and Eggington, W. G. (eds.) 2000. The Sociopolitics of
English Language Teaching.
Multilingual Matters.
Holliday, A. 1994. Appropriate methodology and social context. Cambridge

University Press.
Johnston, B. 2003. Values on English language teaching. Lawrence
Earlbaum.
Kachru, B. B. (ed.) 1992. The Other Tongue. Chicago: University of
Illinois Press.
McKay, S. L. 2002. Teaching English as an international language. Oxford

University Press.
Medgyes, P. 1994. The Non-Native Teacher. Hong Kong: Macmillan
Publishers, Inc.
Pennycook, A. 2001. Critical applied linguistics. Lawrence Earlbaum.
Pennycook, A. 1994. The cultural politics of English as an international

language. Longman.
Phillipson, R. 1992. Linguistic imperialism. Oxford University Press.
Ramanathan, V. 2002. The Politics of TESOL education: Writing,
knowledge, critical pedagogy.
RoutledgeFarmer.
Reagan, T. G. & Osborn, T. A. 2002. The foreign language educator in
society: Toward a critical
pedagogy. Lawrence Earlbaum Associates.
Ricento, T. (Ed.) 2000. Ideology. Politics and Language Policies: Focus
on English. John Benjamins.
Seidlhofer, B. (ed). 2003. Controversies in Applied Linguistics. Oxford
University Press.