15.2680, FYI: Call: Global English Language Teacher Education

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LINGUIST List: Vol-15-2680. Tue Sep 28 2004. ISSN: 1068 - 4875.

Subject: 15.2680, FYI: Call: Global English Language Teacher Education

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1)
Date: 28-Sep-2004
From: Seran Dogancay-Aktuna < saktuna at siue.edu >
Subject: Call For Submissions: Global English Language Teacher Ed


	
-------------------------Message 1 ----------------------------------
Date: Tue, 28 Sep 2004 17:14:38
From: Seran Dogancay-Aktuna < saktuna at siue.edu >
Subject: Call For Submissions: Global English Language Teacher Ed

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.


Linguistic Field(s): Applied Linguistics; Language Acquisition



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