[EDLING:329] unlist

[Barbara]

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.
>>
>>
>>
>>
>