Ali Fuad Selvi – författare

This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers’ knowledge base—their specialized knowledge, skills, competencies, and commitments—vis-à-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.

This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers’ knowledge base—their specialized knowledge, skills, competencies, and commitments—vis-à-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.

The Routledge Handbook of Teaching English as an International Language provides a ground-breaking overview of the research on the global spread of English with pedagogical implications. Bringing together a number of key scholars and scholarly discussions on various aspects of teaching English as an International Language (TEIL), this handbook directs research in this field to help inform the much-needed paradigm shift in ELT away from idealized native English-speaking norms.

Reframing English language, language teaching, and teacher education to match the new sociolinguistic landscape of the 21st century, this handbook analyzes this topic in seven key areas:

The Routledge Handbook of Teaching English as an International Language is essential reading for scholars and students researching in the areas of World Englishes, English as a lingua franca, English as an international language, Global Englishes, ELT, sociolinguistics, and critical applied linguistics.

The Routledge Handbook of Teaching English as an International Language provides a ground-breaking overview of the research on the global spread of English with pedagogical implications. Bringing together a number of key scholars and scholarly discussions on various aspects of teaching English as an International Language (TEIL), this handbook directs research in this field to help inform the much-needed paradigm shift in ELT away from idealized native English-speaking norms.

Reframing English language, language teaching, and teacher education to match the new sociolinguistic landscape of the 21st century, this handbook analyzes this topic in seven key areas:

The Routledge Handbook of Teaching English as an International Language is essential reading for scholars and students researching in the areas of World Englishes, English as a lingua franca, English as an international language, Global Englishes, ELT, sociolinguistics, and critical applied linguistics.

Multilingual Leadership in TESOL addresses issues related to leadership by and for multilingual individuals in the field. Chapters in this edited volume provide a strong theoretical grounding for multilingual leadership, use case studies and autoethnographies to showcase multilingual leaders’ backgrounds, and discuss challenges and opportunities for current and future leaders in TESOL. Presenting a wide view of leadership development in the field, this book includes contributions from top scholars from over a dozen countries, ethnicities and language backgrounds.

Bringing together the dual focus on multilingualism and leadership, this is essential reading for scholars, researchers and future leaders in TESOL and applied linguistics.

Multilingual Leadership in TESOL addresses issues related to leadership by and for multilingual individuals in the field. Chapters in this edited volume provide a strong theoretical grounding for multilingual leadership, use case studies and autoethnographies to showcase multilingual leaders’ backgrounds, and discuss challenges and opportunities for current and future leaders in TESOL. Presenting a wide view of leadership development in the field, this book includes contributions from top scholars from over a dozen countries, ethnicities and language backgrounds.

Bringing together the dual focus on multilingualism and leadership, this is essential reading for scholars, researchers and future leaders in TESOL and applied linguistics.

This book employs the realm of English Language Teaching (ELT) as a discursive point of departure to explore how individuals, groups, entities and institutions apprehend, embrace, deal with, manipulate, problematize and resist glocal flows of people, ideas, information, goods, and technology. It apprehends and attends to tensions arising from the fluidly local-global construction and negotiation of borders of identity and interaction within a diverse array of contexts and English education therein. These tensions, whether conceptual or pedagogical, may arise in and through governmental and institutional policymaking, teacher training, or curriculum and materials development, and in the learning experience both within and beyond the classroom, as teachers and students engage with course content and each other.