Polina Vinogradova is Director of the TESOL Program at American University, USA.Joan Kang Shin is Associate Professor of Education at George Mason University, USA.

Polina Vinogradova and Joan Kang Shin have assembled an impressively diverse group of scholars and professionals at the forefront of TESOL research and practice, and produced an amazingly critical and innovative volume on the teaching of English as an additional language in the 21st century. It covers critical and culturally responsive pedagogies, translingualism, technology and digital literacy, and much more. It is a rewarding read, and should inspire future researchers and practitioners in language education for decades to come.Li Wei, Chair of Applied Linguistics, University College London (UCL), UKThis book masterfully illuminates teachers’ imperative to embrace multilingualism and multimodality while they learn to teach English for social justice and advocacy across the globe. Critical participatory pedagogies have never been so compellingly theorized and so diversely exemplified. An indispensable tool for those committed to advancing TESOL teacher development in the 21st century! Lourdes Ortega, Professor and Faculty Director of Initiative for Multilingual Studies, Department of Linguistics, Georgetown University, USA This book shifts our paradigm on English language teacher preparation and truly brings it into the 21st century. It comprehensively and critically addresses issues of equity, social justice, and diversity, multilingualism and multiliteracies, advocacy, and the contextualized nature of English language teaching around the world. The book includes original research and examples from diverse settings, including K-12 and adult English teaching. For those preparing teacher leaders and teacher candidates to teach English as an additional language across contexts, this is a must-read! Ester J. de Jong, Professor, ESOL/Bilingual Education, Director, School of Teaching and Learning, University of Florida, USAA timely publication – the ‘normal’ classroom today, which includes the English language classroom, has become a microcosm of our diverse societies. This book questions the tenets of traditional TESOL, and through the use of case studies, offers teachers more inclusive, alternative perspectives…moving TESOL into the 21st century!Nayr Ibrahim, Associate Professor of English Subject Pedagogy, Faculty of Education and Arts, Nord University, Bodø Campus, NorwayLa diversité linguistique et culturel se répand dans nos sociétés et nos salles de classes. Parmi d’autres approches innovatrices, cet ouvrage propose un accès plurilingue à l’apprentissage de l’anglais où les langues, les cultures et les identités des enfants sont finalement les bienvenus en classe – une ouverture plus juste et inclusive de l’apprentissage des langues étrangères!Nayr Ibrahim, Professeur associé, Didactique de l’enseignement de l'anglais comme langue étrangère, Nord University, Bodø Campus, Norge As our world is becoming more globalized and more connected through technology, English is an indispensable communication tool for everyone. For teachers of English as an additional language, this book provides practical examples of how to teach English while equipping students with 21st-century skills. As you read through the cases from around the world, you'll find inspiration for improving your teaching in your classroom.Tomohisa Machida, Associate Professor, Akita International University, Japan世界がよりグローバル化し、テクノロジーによって一層緊密に結びついている現代において、英語は誰にとっても不可欠なコミュニケーション手段です。外国語としての英語を指導する先生方に対して、この本は学習者に21世紀型スキルを身に付けさせながら英語指導を行う実践的な事例を紹介しています。世界各国からの事例を読み解く中から、皆さんの授業改善のヒントが得られるはずです。町田智久、准教授、国際教養大学Contemporary Foundations is quite a timely publication in the post-method period of TESOL pedagogy. It presents critical concepts for successful teaching in the larger socio-cultural and trans-linguistic global contexts and provides practical application cases. This resource will be of particular value to English teachers/ teacher educators in Korea, where classroom dynamics are rapidly changing to include students from multicultural families. Kyungsook Yeum, Director, Sookmyung TESOL, Graduate School of Professional Studies, Sookmyung Women's University, Seoul, South Korea Contemporary Foundations는 기존 영어교육 방법론에서 벗어나 탈이론적 교육 방법론이 모색되는 현 시점에, 아주 시기 적절하게 출간된 저술이다. 본 저서에서는 폭넓은 사회.문화적 배경에서 서로 다른 모국어 사용자가 국제어를 배우고 사용함에 주목하여, 다양한 세팅에서의 실질적 교수방법이 논의되고 제시되고 있다. 이러한 자료들은 국내 영어교사 및 교수들에게도, 다문화 학생들이 급증하고 있는 교육현장에 대처할 새로운 아이디어를 제시해 줄 것으로 믿는다. 염경숙 교수, 숙명여자대학교 특수대학원 (대한민국 서울특별시), TESOL 공개과정 주임교수With a focus on multilingualism and multimodality in TESOL, Contemporary Foundations for Teaching English as an Additional Language includes thematically-categorized pedagogical approaches, lived experiences, and practical sources across the world. From a broader sociocultural perspective, this inspiring book is a must-read for pre-service and in-service teachers, teacher educators, and researchers who are interested in critical pedagogies, translingualism, digital literacy and advocacy in TESOL. Bravo to all the contributors! Müzeyyen Nazlı Güngör, Gazi University, Faculty of Education, ELT Programme, Ankara, Turkey İngilizce eğitiminde çok dillilik ve çoklu modalite kavramlarının eleştirel ve yöntemler ötesi bir bakış açısıyla temel alındığı bu eserde, dünyanın çeşitli ülkelerinde ilkokul, ortaokul, lise ve üniversite seviyelerinde uygulanan yenilikçi eğitsel yaklaşımlar, örnek olaylar, ve uygulanabilir çözümler bir araya getirilmiştir. Hem öğretmen eğitiminde hem de İngilizce eğitiminde kullanılabilen ve özenle hazırlanan bu eseri, İngilizce eğitimine gönül vermiş tüm paydaşlara tavsiye ederim. Müzeyyen Nazlı Güngör, Gazi Universitesi, Gazi Eğitim Fakültesi, İngiliz Dili, Eğitimi Anabilim Dalı , Ankara, TurkiyeThis excellent collection of research-informed chapters and practical case studies captures the complex multilingual and multimodal landscape that English language professionals are called upon to navigate in the 21st Century. It is a timely resource for EAL practitioners and researchers interested in issues of identity, justice, equity and inclusion in language education globally.Harry Kuchah Kuchah, Lecturer in Language Education, University of Leeds, UKMkusanyo huu aali wa sura zinazotokana na matokeo ya utafiti na uchunguzi kifani unasawiri mazingira changamano ya wingi lugha na uanuwai wa mbinu, vitu ambavyo wataalamu wa lugha ya Kiingereza wanahitaji kuvikabili katika karne ya 21. Mkusanyo huu ni rejea muhimu kwa wataalamu na watafiti wa Kiingereza kama Lugha ya Ziada ambao wanavutiwa na masuala ya utambulisho, haki, usawa na ushirikishwaji katika ufunzaji wa lugha ya pili ulimwenguni.Harry Kuchah Kuchah, Chuo Kikuu cha Leeds, Uingereza

• Foreword: JoAnn (Jodi) CrandallPreface: Polina Vinogradova and Joan Kang ShinAcknowledgements UNIT 1: Introduction Chapter 1: Introduction: Teaching English as an Additional Language in the 21st CenturyJoan Kang Shin UNIT 2: Critical Pedagogies and TESOLChapter 2: Disrupting Method: Critical Pedagogies and TESOLBenjamin "Benji" Chang and Spencer SalasCase Study 2.1: Awakening Critical Consciousness in Japanese University EFL Students through Student JournalismDavid William LeslieCase Study 2.2: Implementing Critical Pedagogy in a Standards-Driven Context in Turkey: Making Room for Teacher and Student VoicesHale Hatice KizilcikCase Study 2.3: Critical Pedagogy in a Postgraduate TESOL Professional Development Course in México: Using the NACTIC ModelLeticia Araceli Salas Serrano, Rebeca Elena Tapia Carlín, and Celso Pérez CarranzaUNIT 3: Postmethod Pedagogy in ELTChapter 3: Postmethod Pedagogy and its Role in Contemporary English Language TeachingDoaa RashedCase Study 3.1: Course Planning in the Postmethod Era: Ideas from a Practicum Experience in Thailand Lucas John Edmond Case Study 3.2: Enacting Postmethod Pedagogies in IELTE Programs in Argentina: Do as I say, or as I do?María Alejandra Soto Case Study 3.3: Towards a Context-sensitive Theory of Practice in Primary English Language Teaching through Theme-based Instruction in SerbiaVera Savić UNIT 4: Culturally Responsive Pedagogy in ELTChapter 4: Culturally Responsive Pedagogy in TESOLM’Balia Thomas and Marta Carvajal-RegidorCase Study 4.1: Why are there so Many Immigrants Here?: Problem-posing with Middle Schoolers in Hawai'iGordon Blaine West Case Study 4.2: Teaching EFL through Social Justice Themes in China: Developing a Critical ConsciousnessHetal Patel Case Study 4.3: Applying Culturally Responsive Pedagogy to Engage with Cultural Differences in an ESL Composition Course in the USZhenjie Weng, Mark McGuire, and Tamara Mae Roose UNIT 5: Translingualism in TESOLChapter 5: Translingualism in the Teaching of English: Theoretical Consideration and Pedagogical ImplicationsEunjeong LeeCase Study 5.1: Leveraging Translanguaging in Role-Plays in a U.S. University Katja Davidoff and Zhongfeng Tian Case Study 5.2: Translingual Practices in an Adult ESL Literacy Class in the U.S.Sarah Young Knowles Case Study 5.3: Koryoin (고려인/КОРЁ САРАМ) Children’s Translingual Practices for Learning English: A Case Study of Russian-Korean Children in South KoreaYoungjoo Yi and Jinsil Jang UNIT 6: Multiliteracies in TESOLChapter 6: A Pedagogy of Multiliteracies and its Role in English Language EducationShakina RajendramCase Study 6.1: Using Art to Spark Conversation and Critical Consciousness With Recently Arrived Immigrant English Language Learners in the U.S.Brian Tauzel Case Study 6.2: Exploring Places and Spaces of Migration and Immigration Using Google Earth: A Multiliteracies Approach for English Learners in the USNatalia A. Ward and Amber N. Warren Case Study 6.3: Rappin’ on Campus: Multiliteracies in Action in Japan David Dalsky and Jueyun SuUNIT 7: Collaborative Technologies and TESOLChapter 7: Teaching with Collaborative Technologies Across BordersIlka KostkaCase Study 7.1: Developing Skills for Independent L2 Writers in Hawai'i: Democratic Participation to Classroom AssessmentMitsuko Suzuki Case Study 7.2: Borderless Learning Using Online Writing and Video Conferencing: A Case of Agriculture Students in Indonesia Mushoffan Prasetianto Case Study 7.3: Implementing Flipped Classrooms in Uzbek and Karakalpak EFL Teacher EducationGena Bennett, Aybolgan Borasheva, and Dilnoza Ruzmatova UNIT 8: Digital Literacy and TESOLChapter 8: English Language Education and Digital Literacy in the 21st CenturyRichmond DzekoeCase Study 8.1: Affordances of Mobile Devices in Teaching English as a Foreign Language in Brazilian Public SchoolsCristiane Vicentini, Inês Cortes da Silva, and Luciana C. de OliveiraCase Study 8.2: A Lesson in Hedging with Online Corpus Data in an Academic Research and Writing Course in the U.S.Erik VossCase Study 8.3: The Effect of Mobile Learning on Learner Autonomy in the United Arab EmiratesHussam AlzieniUNIT 9: Advocacy and TESOLChapter 9: Advocacy for Student and Teacher EmpowermentHeather A. LinvilleCase Study 9.1: Educators Influencing Policy: The Language Opportunity Coalition and the Seal of Biliteracy in the U.S.Rachel Thorson Hernández and Nicholas Close SubtireluCase Study 9.2: Caring as a Form of Advocacy for Literacy-Emergent Newcomers with Special Education Needs: The Community-Building Pedagogical Approach in the U.S.Luis Javier Pentón HerreraCase Study 9.3: Building Communities of Practice: Advocacy for English Teachers in RwandaRichard Niyibigira and Jean Claude Kwitonda UNIT 10: TESOL Teacher EducationChapter 10: Preparing English Language Teachers for Participatory TeachingPolina Vinogradova Case Study 10.1: Reflective Teaching and Critical Language Pedagogy in a Thai EFL ContextMaría Díez-Ortega and Hayley CannizzoCase Study 10.2: From Teachers to Young Learners: Integrating Personal Development Instruction into Foreign Language Teaching in SerbiaDanijela Prošić-SantovacCase Study 10.3: Preparing Teachers to Create LGBTQ+ Inclusive Classrooms in the U.S.Joshua M. Paiz Index

Polina Vinogradova is Director of the TESOL Program at American University, USA.Joan Kang Shin is Associate Professor of Education at George Mason University, USA.

Polina Vinogradova and Joan Kang Shin have assembled an impressively diverse group of scholars and professionals at the forefront of TESOL research and practice, and produced an amazingly critical and innovative volume on the teaching of English as an additional language in the 21st century. It covers critical and culturally responsive pedagogies, translingualism, technology and digital literacy, and much more. It is a rewarding read, and should inspire future researchers and practitioners in language education for decades to come.Li Wei, Chair of Applied Linguistics, University College London (UCL), UKThis book masterfully illuminates teachers’ imperative to embrace multilingualism and multimodality while they learn to teach English for social justice and advocacy across the globe. Critical participatory pedagogies have never been so compellingly theorized and so diversely exemplified. An indispensable tool for those committed to advancing TESOL teacher development in the 21st century! Lourdes Ortega, Professor and Faculty Director of Initiative for Multilingual Studies, Department of Linguistics, Georgetown University, USA This book shifts our paradigm on English language teacher preparation and truly brings it into the 21st century. It comprehensively and critically addresses issues of equity, social justice, and diversity, multilingualism and multiliteracies, advocacy, and the contextualized nature of English language teaching around the world. The book includes original research and examples from diverse settings, including K-12 and adult English teaching. For those preparing teacher leaders and teacher candidates to teach English as an additional language across contexts, this is a must-read! Ester J. de Jong, Professor, ESOL/Bilingual Education, Director, School of Teaching and Learning, University of Florida, USAA timely publication – the ‘normal’ classroom today, which includes the English language classroom, has become a microcosm of our diverse societies. This book questions the tenets of traditional TESOL, and through the use of case studies, offers teachers more inclusive, alternative perspectives…moving TESOL into the 21st century!Nayr Ibrahim, Associate Professor of English Subject Pedagogy, Faculty of Education and Arts, Nord University, Bodø Campus, NorwayLa diversité linguistique et culturel se répand dans nos sociétés et nos salles de classes. Parmi d’autres approches innovatrices, cet ouvrage propose un accès plurilingue à l’apprentissage de l’anglais où les langues, les cultures et les identités des enfants sont finalement les bienvenus en classe – une ouverture plus juste et inclusive de l’apprentissage des langues étrangères!Nayr Ibrahim, Professeur associé, Didactique de l’enseignement de l'anglais comme langue étrangère, Nord University, Bodø Campus, Norge As our world is becoming more globalized and more connected through technology, English is an indispensable communication tool for everyone. For teachers of English as an additional language, this book provides practical examples of how to teach English while equipping students with 21st-century skills. As you read through the cases from around the world, you'll find inspiration for improving your teaching in your classroom.Tomohisa Machida, Associate Professor, Akita International University, Japan世界がよりグローバル化し、テクノロジーによって一層緊密に結びついている現代において、英語は誰にとっても不可欠なコミュニケーション手段です。外国語としての英語を指導する先生方に対して、この本は学習者に21世紀型スキルを身に付けさせながら英語指導を行う実践的な事例を紹介しています。世界各国からの事例を読み解く中から、皆さんの授業改善のヒントが得られるはずです。町田智久、准教授、国際教養大学Contemporary Foundations is quite a timely publication in the post-method period of TESOL pedagogy. It presents critical concepts for successful teaching in the larger socio-cultural and trans-linguistic global contexts and provides practical application cases. This resource will be of particular value to English teachers/ teacher educators in Korea, where classroom dynamics are rapidly changing to include students from multicultural families. Kyungsook Yeum, Director, Sookmyung TESOL, Graduate School of Professional Studies, Sookmyung Women's University, Seoul, South Korea Contemporary Foundations는 기존 영어교육 방법론에서 벗어나 탈이론적 교육 방법론이 모색되는 현 시점에, 아주 시기 적절하게 출간된 저술이다. 본 저서에서는 폭넓은 사회.문화적 배경에서 서로 다른 모국어 사용자가 국제어를 배우고 사용함에 주목하여, 다양한 세팅에서의 실질적 교수방법이 논의되고 제시되고 있다. 이러한 자료들은 국내 영어교사 및 교수들에게도, 다문화 학생들이 급증하고 있는 교육현장에 대처할 새로운 아이디어를 제시해 줄 것으로 믿는다. 염경숙 교수, 숙명여자대학교 특수대학원 (대한민국 서울특별시), TESOL 공개과정 주임교수With a focus on multilingualism and multimodality in TESOL, Contemporary Foundations for Teaching English as an Additional Language includes thematically-categorized pedagogical approaches, lived experiences, and practical sources across the world. From a broader sociocultural perspective, this inspiring book is a must-read for pre-service and in-service teachers, teacher educators, and researchers who are interested in critical pedagogies, translingualism, digital literacy and advocacy in TESOL. Bravo to all the contributors! Müzeyyen Nazlı Güngör, Gazi University, Faculty of Education, ELT Programme, Ankara, Turkey İngilizce eğitiminde çok dillilik ve çoklu modalite kavramlarının eleştirel ve yöntemler ötesi bir bakış açısıyla temel alındığı bu eserde, dünyanın çeşitli ülkelerinde ilkokul, ortaokul, lise ve üniversite seviyelerinde uygulanan yenilikçi eğitsel yaklaşımlar, örnek olaylar, ve uygulanabilir çözümler bir araya getirilmiştir. Hem öğretmen eğitiminde hem de İngilizce eğitiminde kullanılabilen ve özenle hazırlanan bu eseri, İngilizce eğitimine gönül vermiş tüm paydaşlara tavsiye ederim. Müzeyyen Nazlı Güngör, Gazi Universitesi, Gazi Eğitim Fakültesi, İngiliz Dili, Eğitimi Anabilim Dalı , Ankara, TurkiyeThis excellent collection of research-informed chapters and practical case studies captures the complex multilingual and multimodal landscape that English language professionals are called upon to navigate in the 21st Century. It is a timely resource for EAL practitioners and researchers interested in issues of identity, justice, equity and inclusion in language education globally.Harry Kuchah Kuchah, Lecturer in Language Education, University of Leeds, UKMkusanyo huu aali wa sura zinazotokana na matokeo ya utafiti na uchunguzi kifani unasawiri mazingira changamano ya wingi lugha na uanuwai wa mbinu, vitu ambavyo wataalamu wa lugha ya Kiingereza wanahitaji kuvikabili katika karne ya 21. Mkusanyo huu ni rejea muhimu kwa wataalamu na watafiti wa Kiingereza kama Lugha ya Ziada ambao wanavutiwa na masuala ya utambulisho, haki, usawa na ushirikishwaji katika ufunzaji wa lugha ya pili ulimwenguni.Harry Kuchah Kuchah, Chuo Kikuu cha Leeds, Uingereza

• Foreword: JoAnn (Jodi) CrandallPreface: Polina Vinogradova and Joan Kang ShinAcknowledgements UNIT 1: Introduction Chapter 1: Introduction: Teaching English as an Additional Language in the 21st CenturyJoan Kang Shin UNIT 2: Critical Pedagogies and TESOLChapter 2: Disrupting Method: Critical Pedagogies and TESOLBenjamin "Benji" Chang and Spencer SalasCase Study 2.1: Awakening Critical Consciousness in Japanese University EFL Students through Student JournalismDavid William LeslieCase Study 2.2: Implementing Critical Pedagogy in a Standards-Driven Context in Turkey: Making Room for Teacher and Student VoicesHale Hatice KizilcikCase Study 2.3: Critical Pedagogy in a Postgraduate TESOL Professional Development Course in México: Using the NACTIC ModelLeticia Araceli Salas Serrano, Rebeca Elena Tapia Carlín, and Celso Pérez CarranzaUNIT 3: Postmethod Pedagogy in ELTChapter 3: Postmethod Pedagogy and its Role in Contemporary English Language TeachingDoaa RashedCase Study 3.1: Course Planning in the Postmethod Era: Ideas from a Practicum Experience in Thailand Lucas John Edmond Case Study 3.2: Enacting Postmethod Pedagogies in IELTE Programs in Argentina: Do as I say, or as I do?María Alejandra Soto Case Study 3.3: Towards a Context-sensitive Theory of Practice in Primary English Language Teaching through Theme-based Instruction in SerbiaVera Savić UNIT 4: Culturally Responsive Pedagogy in ELTChapter 4: Culturally Responsive Pedagogy in TESOLM’Balia Thomas and Marta Carvajal-RegidorCase Study 4.1: Why are there so Many Immigrants Here?: Problem-posing with Middle Schoolers in Hawai'iGordon Blaine West Case Study 4.2: Teaching EFL through Social Justice Themes in China: Developing a Critical ConsciousnessHetal Patel Case Study 4.3: Applying Culturally Responsive Pedagogy to Engage with Cultural Differences in an ESL Composition Course in the USZhenjie Weng, Mark McGuire, and Tamara Mae Roose UNIT 5: Translingualism in TESOLChapter 5: Translingualism in the Teaching of English: Theoretical Consideration and Pedagogical ImplicationsEunjeong LeeCase Study 5.1: Leveraging Translanguaging in Role-Plays in a U.S. University Katja Davidoff and Zhongfeng Tian Case Study 5.2: Translingual Practices in an Adult ESL Literacy Class in the U.S.Sarah Young Knowles Case Study 5.3: Koryoin (고려인/КОРЁ САРАМ) Children’s Translingual Practices for Learning English: A Case Study of Russian-Korean Children in South KoreaYoungjoo Yi and Jinsil Jang UNIT 6: Multiliteracies in TESOLChapter 6: A Pedagogy of Multiliteracies and its Role in English Language EducationShakina RajendramCase Study 6.1: Using Art to Spark Conversation and Critical Consciousness With Recently Arrived Immigrant English Language Learners in the U.S.Brian Tauzel Case Study 6.2: Exploring Places and Spaces of Migration and Immigration Using Google Earth: A Multiliteracies Approach for English Learners in the USNatalia A. Ward and Amber N. Warren Case Study 6.3: Rappin’ on Campus: Multiliteracies in Action in Japan David Dalsky and Jueyun SuUNIT 7: Collaborative Technologies and TESOLChapter 7: Teaching with Collaborative Technologies Across BordersIlka KostkaCase Study 7.1: Developing Skills for Independent L2 Writers in Hawai'i: Democratic Participation to Classroom AssessmentMitsuko Suzuki Case Study 7.2: Borderless Learning Using Online Writing and Video Conferencing: A Case of Agriculture Students in Indonesia Mushoffan Prasetianto Case Study 7.3: Implementing Flipped Classrooms in Uzbek and Karakalpak EFL Teacher EducationGena Bennett, Aybolgan Borasheva, and Dilnoza Ruzmatova UNIT 8: Digital Literacy and TESOLChapter 8: English Language Education and Digital Literacy in the 21st CenturyRichmond DzekoeCase Study 8.1: Affordances of Mobile Devices in Teaching English as a Foreign Language in Brazilian Public SchoolsCristiane Vicentini, Inês Cortes da Silva, and Luciana C. de OliveiraCase Study 8.2: A Lesson in Hedging with Online Corpus Data in an Academic Research and Writing Course in the U.S.Erik VossCase Study 8.3: The Effect of Mobile Learning on Learner Autonomy in the United Arab EmiratesHussam AlzieniUNIT 9: Advocacy and TESOLChapter 9: Advocacy for Student and Teacher EmpowermentHeather A. LinvilleCase Study 9.1: Educators Influencing Policy: The Language Opportunity Coalition and the Seal of Biliteracy in the U.S.Rachel Thorson Hernández and Nicholas Close SubtireluCase Study 9.2: Caring as a Form of Advocacy for Literacy-Emergent Newcomers with Special Education Needs: The Community-Building Pedagogical Approach in the U.S.Luis Javier Pentón HerreraCase Study 9.3: Building Communities of Practice: Advocacy for English Teachers in RwandaRichard Niyibigira and Jean Claude Kwitonda UNIT 10: TESOL Teacher EducationChapter 10: Preparing English Language Teachers for Participatory TeachingPolina Vinogradova Case Study 10.1: Reflective Teaching and Critical Language Pedagogy in a Thai EFL ContextMaría Díez-Ortega and Hayley CannizzoCase Study 10.2: From Teachers to Young Learners: Integrating Personal Development Instruction into Foreign Language Teaching in SerbiaDanijela Prošić-SantovacCase Study 10.3: Preparing Teachers to Create LGBTQ+ Inclusive Classrooms in the U.S.Joshua M. Paiz Index

Polina Vinogradova is Director of the TESOL Program at American University, USA.Joan Kang Shin is Associate Professor of Education at George Mason University, USA.

Polina Vinogradova and Joan Kang Shin have assembled an impressively diverse group of scholars and professionals at the forefront of TESOL research and practice, and produced an amazingly critical and innovative volume on the teaching of English as an additional language in the 21st century. It covers critical and culturally responsive pedagogies, translingualism, technology and digital literacy, and much more. It is a rewarding read, and should inspire future researchers and practitioners in language education for decades to come.Li Wei, Chair of Applied Linguistics, University College London (UCL), UKThis book masterfully illuminates teachers’ imperative to embrace multilingualism and multimodality while they learn to teach English for social justice and advocacy across the globe. Critical participatory pedagogies have never been so compellingly theorized and so diversely exemplified. An indispensable tool for those committed to advancing TESOL teacher development in the 21st century! Lourdes Ortega, Professor and Faculty Director of Initiative for Multilingual Studies, Department of Linguistics, Georgetown University, USA This book shifts our paradigm on English language teacher preparation and truly brings it into the 21st century. It comprehensively and critically addresses issues of equity, social justice, and diversity, multilingualism and multiliteracies, advocacy, and the contextualized nature of English language teaching around the world. The book includes original research and examples from diverse settings, including K-12 and adult English teaching. For those preparing teacher leaders and teacher candidates to teach English as an additional language across contexts, this is a must-read! Ester J. de Jong, Professor, ESOL/Bilingual Education, Director, School of Teaching and Learning, University of Florida, USAA timely publication – the ‘normal’ classroom today, which includes the English language classroom, has become a microcosm of our diverse societies. This book questions the tenets of traditional TESOL, and through the use of case studies, offers teachers more inclusive, alternative perspectives…moving TESOL into the 21st century!Nayr Ibrahim, Associate Professor of English Subject Pedagogy, Faculty of Education and Arts, Nord University, Bodø Campus, NorwayLa diversité linguistique et culturel se répand dans nos sociétés et nos salles de classes. Parmi d’autres approches innovatrices, cet ouvrage propose un accès plurilingue à l’apprentissage de l’anglais où les langues, les cultures et les identités des enfants sont finalement les bienvenus en classe – une ouverture plus juste et inclusive de l’apprentissage des langues étrangères!Nayr Ibrahim, Professeur associé, Didactique de l’enseignement de l'anglais comme langue étrangère, Nord University, Bodø Campus, Norge As our world is becoming more globalized and more connected through technology, English is an indispensable communication tool for everyone. For teachers of English as an additional language, this book provides practical examples of how to teach English while equipping students with 21st-century skills. As you read through the cases from around the world, you'll find inspiration for improving your teaching in your classroom.Tomohisa Machida, Associate Professor, Akita International University, Japan世界がよりグローバル化し、テクノロジーによって一層緊密に結びついている現代において、英語は誰にとっても不可欠なコミュニケーション手段です。外国語としての英語を指導する先生方に対して、この本は学習者に21世紀型スキルを身に付けさせながら英語指導を行う実践的な事例を紹介しています。世界各国からの事例を読み解く中から、皆さんの授業改善のヒントが得られるはずです。町田智久、准教授、国際教養大学Contemporary Foundations is quite a timely publication in the post-method period of TESOL pedagogy. It presents critical concepts for successful teaching in the larger socio-cultural and trans-linguistic global contexts and provides practical application cases. This resource will be of particular value to English teachers/ teacher educators in Korea, where classroom dynamics are rapidly changing to include students from multicultural families. Kyungsook Yeum, Director, Sookmyung TESOL, Graduate School of Professional Studies, Sookmyung Women's University, Seoul, South Korea Contemporary Foundations는 기존 영어교육 방법론에서 벗어나 탈이론적 교육 방법론이 모색되는 현 시점에, 아주 시기 적절하게 출간된 저술이다. 본 저서에서는 폭넓은 사회.문화적 배경에서 서로 다른 모국어 사용자가 국제어를 배우고 사용함에 주목하여, 다양한 세팅에서의 실질적 교수방법이 논의되고 제시되고 있다. 이러한 자료들은 국내 영어교사 및 교수들에게도, 다문화 학생들이 급증하고 있는 교육현장에 대처할 새로운 아이디어를 제시해 줄 것으로 믿는다. 염경숙 교수, 숙명여자대학교 특수대학원 (대한민국 서울특별시), TESOL 공개과정 주임교수With a focus on multilingualism and multimodality in TESOL, Contemporary Foundations for Teaching English as an Additional Language includes thematically-categorized pedagogical approaches, lived experiences, and practical sources across the world. From a broader sociocultural perspective, this inspiring book is a must-read for pre-service and in-service teachers, teacher educators, and researchers who are interested in critical pedagogies, translingualism, digital literacy and advocacy in TESOL. Bravo to all the contributors! Müzeyyen Nazlı Güngör, Gazi University, Faculty of Education, ELT Programme, Ankara, Turkey İngilizce eğitiminde çok dillilik ve çoklu modalite kavramlarının eleştirel ve yöntemler ötesi bir bakış açısıyla temel alındığı bu eserde, dünyanın çeşitli ülkelerinde ilkokul, ortaokul, lise ve üniversite seviyelerinde uygulanan yenilikçi eğitsel yaklaşımlar, örnek olaylar, ve uygulanabilir çözümler bir araya getirilmiştir. Hem öğretmen eğitiminde hem de İngilizce eğitiminde kullanılabilen ve özenle hazırlanan bu eseri, İngilizce eğitimine gönül vermiş tüm paydaşlara tavsiye ederim. Müzeyyen Nazlı Güngör, Gazi Universitesi, Gazi Eğitim Fakültesi, İngiliz Dili, Eğitimi Anabilim Dalı , Ankara, TurkiyeThis excellent collection of research-informed chapters and practical case studies captures the complex multilingual and multimodal landscape that English language professionals are called upon to navigate in the 21st Century. It is a timely resource for EAL practitioners and researchers interested in issues of identity, justice, equity and inclusion in language education globally.Harry Kuchah Kuchah, Lecturer in Language Education, University of Leeds, UKMkusanyo huu aali wa sura zinazotokana na matokeo ya utafiti na uchunguzi kifani unasawiri mazingira changamano ya wingi lugha na uanuwai wa mbinu, vitu ambavyo wataalamu wa lugha ya Kiingereza wanahitaji kuvikabili katika karne ya 21. Mkusanyo huu ni rejea muhimu kwa wataalamu na watafiti wa Kiingereza kama Lugha ya Ziada ambao wanavutiwa na masuala ya utambulisho, haki, usawa na ushirikishwaji katika ufunzaji wa lugha ya pili ulimwenguni.Harry Kuchah Kuchah, Chuo Kikuu cha Leeds, Uingereza

• Foreword: JoAnn (Jodi) CrandallPreface: Polina Vinogradova and Joan Kang ShinAcknowledgements UNIT 1: Introduction Chapter 1: Introduction: Teaching English as an Additional Language in the 21st CenturyJoan Kang Shin UNIT 2: Critical Pedagogies and TESOLChapter 2: Disrupting Method: Critical Pedagogies and TESOLBenjamin "Benji" Chang and Spencer SalasCase Study 2.1: Awakening Critical Consciousness in Japanese University EFL Students through Student JournalismDavid William LeslieCase Study 2.2: Implementing Critical Pedagogy in a Standards-Driven Context in Turkey: Making Room for Teacher and Student VoicesHale Hatice KizilcikCase Study 2.3: Critical Pedagogy in a Postgraduate TESOL Professional Development Course in México: Using the NACTIC ModelLeticia Araceli Salas Serrano, Rebeca Elena Tapia Carlín, and Celso Pérez CarranzaUNIT 3: Postmethod Pedagogy in ELTChapter 3: Postmethod Pedagogy and its Role in Contemporary English Language TeachingDoaa RashedCase Study 3.1: Course Planning in the Postmethod Era: Ideas from a Practicum Experience in Thailand Lucas John Edmond Case Study 3.2: Enacting Postmethod Pedagogies in IELTE Programs in Argentina: Do as I say, or as I do?María Alejandra Soto Case Study 3.3: Towards a Context-sensitive Theory of Practice in Primary English Language Teaching through Theme-based Instruction in SerbiaVera Savić UNIT 4: Culturally Responsive Pedagogy in ELTChapter 4: Culturally Responsive Pedagogy in TESOLM’Balia Thomas and Marta Carvajal-RegidorCase Study 4.1: Why are there so Many Immigrants Here?: Problem-posing with Middle Schoolers in Hawai'iGordon Blaine West Case Study 4.2: Teaching EFL through Social Justice Themes in China: Developing a Critical ConsciousnessHetal Patel Case Study 4.3: Applying Culturally Responsive Pedagogy to Engage with Cultural Differences in an ESL Composition Course in the USZhenjie Weng, Mark McGuire, and Tamara Mae Roose UNIT 5: Translingualism in TESOLChapter 5: Translingualism in the Teaching of English: Theoretical Consideration and Pedagogical ImplicationsEunjeong LeeCase Study 5.1: Leveraging Translanguaging in Role-Plays in a U.S. University Katja Davidoff and Zhongfeng Tian Case Study 5.2: Translingual Practices in an Adult ESL Literacy Class in the U.S.Sarah Young Knowles Case Study 5.3: Koryoin (고려인/КОРЁ САРАМ) Children’s Translingual Practices for Learning English: A Case Study of Russian-Korean Children in South KoreaYoungjoo Yi and Jinsil Jang UNIT 6: Multiliteracies in TESOLChapter 6: A Pedagogy of Multiliteracies and its Role in English Language EducationShakina RajendramCase Study 6.1: Using Art to Spark Conversation and Critical Consciousness With Recently Arrived Immigrant English Language Learners in the U.S.Brian Tauzel Case Study 6.2: Exploring Places and Spaces of Migration and Immigration Using Google Earth: A Multiliteracies Approach for English Learners in the USNatalia A. Ward and Amber N. Warren Case Study 6.3: Rappin’ on Campus: Multiliteracies in Action in Japan David Dalsky and Jueyun SuUNIT 7: Collaborative Technologies and TESOLChapter 7: Teaching with Collaborative Technologies Across BordersIlka KostkaCase Study 7.1: Developing Skills for Independent L2 Writers in Hawai'i: Democratic Participation to Classroom AssessmentMitsuko Suzuki Case Study 7.2: Borderless Learning Using Online Writing and Video Conferencing: A Case of Agriculture Students in Indonesia Mushoffan Prasetianto Case Study 7.3: Implementing Flipped Classrooms in Uzbek and Karakalpak EFL Teacher EducationGena Bennett, Aybolgan Borasheva, and Dilnoza Ruzmatova UNIT 8: Digital Literacy and TESOLChapter 8: English Language Education and Digital Literacy in the 21st CenturyRichmond DzekoeCase Study 8.1: Affordances of Mobile Devices in Teaching English as a Foreign Language in Brazilian Public SchoolsCristiane Vicentini, Inês Cortes da Silva, and Luciana C. de OliveiraCase Study 8.2: A Lesson in Hedging with Online Corpus Data in an Academic Research and Writing Course in the U.S.Erik VossCase Study 8.3: The Effect of Mobile Learning on Learner Autonomy in the United Arab EmiratesHussam AlzieniUNIT 9: Advocacy and TESOLChapter 9: Advocacy for Student and Teacher EmpowermentHeather A. LinvilleCase Study 9.1: Educators Influencing Policy: The Language Opportunity Coalition and the Seal of Biliteracy in the U.S.Rachel Thorson Hernández and Nicholas Close SubtireluCase Study 9.2: Caring as a Form of Advocacy for Literacy-Emergent Newcomers with Special Education Needs: The Community-Building Pedagogical Approach in the U.S.Luis Javier Pentón HerreraCase Study 9.3: Building Communities of Practice: Advocacy for English Teachers in RwandaRichard Niyibigira and Jean Claude Kwitonda UNIT 10: TESOL Teacher EducationChapter 10: Preparing English Language Teachers for Participatory TeachingPolina Vinogradova Case Study 10.1: Reflective Teaching and Critical Language Pedagogy in a Thai EFL ContextMaría Díez-Ortega and Hayley CannizzoCase Study 10.2: From Teachers to Young Learners: Integrating Personal Development Instruction into Foreign Language Teaching in SerbiaDanijela Prošić-SantovacCase Study 10.3: Preparing Teachers to Create LGBTQ+ Inclusive Classrooms in the U.S.Joshua M. Paiz Index