Soyhan Egitim – författare

This book presents a four-step framework to help English as a world language (EWL) learners successfully develop global competence, which is defined as the skills, values, and behaviors that prepare young people to thrive in diverse environments. The book showcases practical methods and strategies supported by autoethnography and empirical studies to detail the four elements of the framework towards developing global competence: English language proficiency, cross-cultural knowledge, adopting flexibility in oral communication, and embracing values beyond our horizons. While the English language and culture provide essential input for effective communication, developing flexibility in communication styles and viewing conflict as an opportunity for growth can help L2 learners navigate intercultural encounters more effectively and achieve cross-cultural adaptation. This text will be beneficial to language learners, intercultural communication majors, researchers, and educators in TESOL/EFL/ESL programs, as well as in-service teachers of English language learners (ELLs).

This book presents a four-step framework to help English as a world language (EWL) learners successfully develop global competence, which is defined as the skills, values, and behaviors that prepare young people to thrive in diverse environments. The book showcases practical methods and strategies supported by autoethnography and empirical studies to detail the four elements of the framework towards developing global competence: English language proficiency, cross-cultural knowledge, adopting flexibility in oral communication, and embracing values beyond our horizons. While the English language and culture provide essential input for effective communication, developing flexibility in communication styles and viewing conflict as an opportunity for growth can help L2 learners navigate intercultural encounters more effectively and achieve cross-cultural adaptation. This text will be beneficial to language learners, intercultural communication majors, researchers, and educators in TESOL/EFL/ESL programs, as well as in-service teachers of English language learners (ELLs).

This book presents a four-step framework to help English as a world language (EWL) learners successfully develop global competence, which is defined as the skills, values, and behaviors that prepare young people to thrive in diverse environments. The book showcases practical methods and strategies supported by autoethnography and empirical studies to detail the four elements of the framework towards developing global competence: English language proficiency, cross-cultural knowledge, adopting flexibility in oral communication, and embracing values beyond our horizons. While the English language and culture provide essential input for effective communication, developing flexibility in communication styles and viewing conflict as an opportunity for growth can help L2 learners navigate intercultural encounters more effectively and achieve cross-cultural adaptation. This text will be beneficial to language learners, intercultural communication majors, researchers, and educators in TESOL/EFL/ESL programs, as well as in-service teachers of English language learners (ELLs).

This book presents a four-step framework to help English as a world language (EWL) learners successfully develop global competence, which is defined as the skills, values, and behaviors that prepare young people to thrive in diverse environments. The book showcases practical methods and strategies supported by autoethnography and empirical studies to detail the four elements of the framework towards developing global competence: English language proficiency, cross-cultural knowledge, adopting flexibility in oral communication, and embracing values beyond our horizons. While the English language and culture provide essential input for effective communication, developing flexibility in communication styles and viewing conflict as an opportunity for growth can help L2 learners navigate intercultural encounters more effectively and achieve cross-cultural adaptation. This text will be beneficial to language learners, intercultural communication majors, researchers, and educators in TESOL/EFL/ESL programs, as well as in-service teachers of English language learners (ELLs).

This book focuses on the impact of teachers’ leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students. The interdisciplinary aspect of the book appeals to a wide range of readers from different disciplines and gives readers the opportunity to take a moment and reflect on their leadership identity, recognize the limitations of their practices, and adopt a leaderful pedagogy in their respective disciplines. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book demonstrates how to accomplish this mission both in theory and practice.