Faces of English Education

"Authoritative chapters carefully organized on a full range of current issues by leading authorities and emerging scholars of English language teaching and learning that will interest practicing language teachers and senior students around the world." Alister Cumming, University of Toronto, Canada "This book provides a wealth of expertise across a broad range of topics. Some chapters bring traditional ideas up to date; others report on innovative approaches to teaching and learning. All the chapters are detailed, informative and thought-provoking. The book will be essential reading on courses designed for ELT professionals." Susan Hunston, University of Birmingham, UK "Faces of English Education is a very useful addition to the bookshelves of those involved inTESOL programmes, especially at Masters level. Its balance of theory, practice and methodology provides postgraduate students with a set of tools with which to evaluate current practices, and to reflect onways in which their own practices may in future be more research-informed and based on pedagogical interventions that have been trailblazed by others." Gregory Hadley, Journal of English for Academic Purposes 31 (2018) "[...] by integrating theories and practice into one single volume, [this book] offers well-theorized models and applicable advice for researchers, instructors and teacher educators. Concepts and ideas like identity (Chapter 2), learning analytics (Chapter 13), and OLTE (Chapter 14) are clearly presented and fully extended before application. Pedagogical experience and detailed procedures are shared to enlighten teaching practitioners, such as the use of tailormade corpora (Chapter 8), reflective writing (Chapter 4), ESP project work (Chapter 11), and the practice of POA (Chapter 7). Implications or suggestions are also offered in each chapter from which teachers and researchers of various backgrounds are bound to gain insightful ideas for teaching practice and further ELT research." Longxing Li & Zhicheng Mao, Language and Education, 32:3 (2018)

Lillian Wong is Senior Lecturer in the Centre for Applied English Studies at the University of Hong Kong. Ken Hyland is Professor of Applied Linguistics and Director of the Centre for Applied English Studies at the University of Hong Kong.

1. Faces of English language research and teaching Part I: Students: identity, motivation and learning2. Identity and English language learners across global sites 3. What influences performance? Personal style or the task being done? 4. Incorporating reflective writing to promote language development and identity awareness 5. Exploring the motivational development and academic choices of local and international English majors in China Part II: Teaching: classroom pedagogies and practices6. Teaching as input 7. The production-oriented approach: a pedagogical innovation in university English teaching in China 8. Do-it-yourself corpora in the classroom: views of students and teachers 9. Popular culture as content-based instruction in the second language classroom to enhance critical engagement Part III: Learning: activities beyond the classroom 10. Language learning beyond the classroom 11. ESP project work: the collaborative processes involved in students learning experiences 12. Participants' engagement in and perceptions of English language MOOCs 13. Social learning analytics in online language learning: challenges and future directions Part IV: Teachers: education and professional development14. Going online: affordances and limitations for teachers and teacher educators 15. Examining the discourse of language teacher supervision: the learning experiences of two supervisor trainees 16. The personal and professional development of novice English teachers working in South Korea 17. Preparing teachers for the challenges of constructivist teaching