[EDLING:560] Final call: Global English Language Teacher Education

Sat Jan 22 16:17:31 UTC 2005

 Dear all,

     Below is some information and the final call for submissions for our
edited volume.  I hope to hear from those of you sharing the same interests
with us.  If you have questions, please e-mail me at saktuna at siue.edu

Sincerely,

Seran

__________________________________________________________________________
Final 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 30, 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.