Ken Hyland is Chair Professor of Applied Linguistics and Director of the Centre for Applied English Studies at the University of Hong Kong. He has published over 160 articles and 20 books on language teaching and academic writing and is co-editor of Applied Linguistics.Lillian L. C. Wong is a senior lecturer in the Centre for Applied English Studies at the University of Hong Kong. She also researches innovations in English language teaching and learning and is a member of the Board of Directors of TESOL International Association.

'This book guides its readers to make sense of the complex, dynamic, and situated nature of change and innovation in English language education. The clarity of the writing and the decision by the editors to encourage case studies that illustrate a positive implementation of change will have the salutary effect of helping readers exercise their agency and embrace and even initiate change, rather than fearing or avoiding it.' - Diane Larsen-Freeman, University of Michigan, USA'Ken Hyland and Lillian Wong are to be commended for their timely and utterly absorbing synthesis of the knowledge base regarding innovation in English language teaching (ELT) around the globe. Innovation is the driving force for growth in the globalized economy of the 21st century and access to the English language is a prerequisite for effective participation in it. Yet, prior to this volume, the research literature has been scattered and largely incoherent. This book advances the field significantly by documenting the ways which innovation in ELT is likely to produce tangible and sustainable improvements in student outcomes.' - James Cummins, University of Toronto, Canada'This collection is a treasure trove of innovative concepts and ideas for improving classroom teaching and learning for teachers, teacher educators, researchers and other stake-holders concerned with critical issues related to innovation and change in English language education. Not only does this book offer an up-to-date critical perspective, it is also a highly relevant and useful resource for all those interested in language teacher development and research into English language education.' - Jenny Lim, University of Oxford, UK'This book covers a wide range of issues which will be interesting to a wide range of ELT practitioners, as most of us are working to implement some kind of educational change.' - Elizabeth J. Erling, Open University, UK"The wide-ranging focus of the text is inspiring. A strong feature is the use of case studies combined with solid research. It is an impressive collection of academics from arount the world who have created very readable chapters that do more than simply document and explain innovation and change: they will hopefully inpsire readers to implement them as well." - Patrick Coleman, Lincoln University, The TESOLANZ Journal

• ContentsAuthor BiosPreface Introduction: Innovation and implementation of changeKen Hyland & Lillian Wong (University of Hong Kong)Section 1: Conceptions and contexts of innovation and change 2. Models of change and innovationChris Kennedy (University of Birmingham, UK)3. Contexts of changeNuma Markee (University of Illinois at Urbana-Champaign, USA)4. Cultures of change: appropriate cultural content in Chinese school textbooks Yafu Gong (China National Institute for Educational Research, China) & Adrian Holliday (Canterbury Christ Church University, UK) 5. The management of changeAlan Waters (Lancaster University, UK) & Maria Luz C. Vilches (Ateneo de Manila University, Philippines)Section 2: Innovation and change in teacher education 6. Innovation through teacher education programmesKaren E. Johnson (Pennsylvania State University, USA) 7. Innovation through action research and teacher-initiated change Anne Burns (Aston University, UK and University of New South Wales, Australia)8. Reflective teaching as innovation Kathleen M. Bailey and Sarah E. Springer (Monterey Institute of International Studies, USA)9. Teacher thinking, learning, and identity in the process of changeDonald Freeman (University of Michigan, USA)Section 3: Innovation and change in the language curriculum 10. Innovation in language policy and planning: Ties to English language education Joseph Lo Bianco (University of Melbourne, Australia)11. Change and innovation in primary educationBeverly Derewianka (University of University of Wollongong, Australia)12. Innovation in secondary education: a case of curriculum reform in Hong Kong David Carless and Gary Harfitt (University of Hong Kong)13. Higher education constraints on innovationDenise E. Murray (Macquarie University, Australia)Section 4: Innovation and change in teaching practice14. Innovation in materials development Brian Tomlinson (Leeds Metropolitan University, UK)15. Corpora, innovation and English language educationKen Hyland (University of Hong Kong)16. Innovation in the young learner classroomDavid Nunan (University of Hong Kong)17. Technological innovation and teacher change: IT in teacher professional developmentLillian L. C. Wong (University of Hong Kong)18. Innovation in Assessment: Common Misconceptions and ProblemsChris Davidson (University of New South Wales, Australia)

Ken Hyland is Chair Professor of Applied Linguistics and Director of the Centre for Applied English Studies at the University of Hong Kong. He has published over 160 articles and 20 books on language teaching and academic writing and is co-editor of Applied Linguistics.Lillian L. C. Wong is a senior lecturer in the Centre for Applied English Studies at the University of Hong Kong. She also researches innovations in English language teaching and learning and is a member of the Board of Directors of TESOL International Association.

'This book guides its readers to make sense of the complex, dynamic, and situated nature of change and innovation in English language education. The clarity of the writing and the decision by the editors to encourage case studies that illustrate a positive implementation of change will have the salutary effect of helping readers exercise their agency and embrace and even initiate change, rather than fearing or avoiding it.' - Diane Larsen-Freeman, University of Michigan, USA'Ken Hyland and Lillian Wong are to be commended for their timely and utterly absorbing synthesis of the knowledge base regarding innovation in English language teaching (ELT) around the globe. Innovation is the driving force for growth in the globalized economy of the 21st century and access to the English language is a prerequisite for effective participation in it. Yet, prior to this volume, the research literature has been scattered and largely incoherent. This book advances the field significantly by documenting the ways which innovation in ELT is likely to produce tangible and sustainable improvements in student outcomes.' - James Cummins, University of Toronto, Canada'This collection is a treasure trove of innovative concepts and ideas for improving classroom teaching and learning for teachers, teacher educators, researchers and other stake-holders concerned with critical issues related to innovation and change in English language education. Not only does this book offer an up-to-date critical perspective, it is also a highly relevant and useful resource for all those interested in language teacher development and research into English language education.' - Jenny Lim, University of Oxford, UK'This book covers a wide range of issues which will be interesting to a wide range of ELT practitioners, as most of us are working to implement some kind of educational change.' - Elizabeth J. Erling, Open University, UK"The wide-ranging focus of the text is inspiring. A strong feature is the use of case studies combined with solid research. It is an impressive collection of academics from arount the world who have created very readable chapters that do more than simply document and explain innovation and change: they will hopefully inpsire readers to implement them as well." - Patrick Coleman, Lincoln University, The TESOLANZ Journal

• ContentsAuthor BiosPreface Introduction: Innovation and implementation of changeKen Hyland & Lillian Wong (University of Hong Kong)Section 1: Conceptions and contexts of innovation and change 2. Models of change and innovationChris Kennedy (University of Birmingham, UK)3. Contexts of changeNuma Markee (University of Illinois at Urbana-Champaign, USA)4. Cultures of change: appropriate cultural content in Chinese school textbooks Yafu Gong (China National Institute for Educational Research, China) & Adrian Holliday (Canterbury Christ Church University, UK) 5. The management of changeAlan Waters (Lancaster University, UK) & Maria Luz C. Vilches (Ateneo de Manila University, Philippines)Section 2: Innovation and change in teacher education 6. Innovation through teacher education programmesKaren E. Johnson (Pennsylvania State University, USA) 7. Innovation through action research and teacher-initiated change Anne Burns (Aston University, UK and University of New South Wales, Australia)8. Reflective teaching as innovation Kathleen M. Bailey and Sarah E. Springer (Monterey Institute of International Studies, USA)9. Teacher thinking, learning, and identity in the process of changeDonald Freeman (University of Michigan, USA)Section 3: Innovation and change in the language curriculum 10. Innovation in language policy and planning: Ties to English language education Joseph Lo Bianco (University of Melbourne, Australia)11. Change and innovation in primary educationBeverly Derewianka (University of University of Wollongong, Australia)12. Innovation in secondary education: a case of curriculum reform in Hong Kong David Carless and Gary Harfitt (University of Hong Kong)13. Higher education constraints on innovationDenise E. Murray (Macquarie University, Australia)Section 4: Innovation and change in teaching practice14. Innovation in materials development Brian Tomlinson (Leeds Metropolitan University, UK)15. Corpora, innovation and English language educationKen Hyland (University of Hong Kong)16. Innovation in the young learner classroomDavid Nunan (University of Hong Kong)17. Technological innovation and teacher change: IT in teacher professional developmentLillian L. C. Wong (University of Hong Kong)18. Innovation in Assessment: Common Misconceptions and ProblemsChris Davidson (University of New South Wales, Australia)