[EDLING:327] unlist

[John Quigley]

unlist




----- Original Message -----
From: "Arti Shah" <ashah at kadix.com>
Date: Monday, September 27, 2004 11:43 am
Subject: [EDLING:326] unlist

> Unlist.
>
> -----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.
>
>
>
>