| International Handbook of English Language Teaching Corrected 2007. Edition Contributor(s): Cummins, Jim (Editor), Davison, Chris (Editor) |
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ISBN: 0387463003 ISBN-13: 9780387463001 Publisher: Springer OUR PRICE: $522.49 Product Type: Hardcover Published: June 2007 Annotation: This two volume Handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts. More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching. The spread of English as a global language is well documented. In countries around the world, English has replaced other languages as the second language taught most frequently and intensively in school. These trends are escalating and have not yet reached their peak. For example, in Japan, pilot projects have been instituted to start teaching English in the primary grades and similar proposals are either being discussed or have been implemented in other countries around the world. Also, bilingual and trilingual programs involving English have increased significantly both in private sector and public sector schools. In short, parental pressure in many contexts has resulted in English language teaching (ELT) being introduced earlier in children??'s school careers and often being used as a medium of instruction. Increasing demand for English language teaching is also evident among adult learners. Large-scale ELT programs for adult learners have been established in the community and workplace as a result of the globalization of the workforce, concerns to increase economic competitiveness, and a move towards life-long learning. Increased focus on English language teaching has also occurred in countries where English is the dominant language. Many English-speaking countries have experienced dramatic increases in immigration during the past 30 years. |
| Additional Information |
| BISAC Categories: - Education | Language Experience Approach - Education | Testing & Measurement - Education | Evaluation & Assessment |
| Dewey: 428.007 |
| Series: Springer International Handbooks of Education |
| Physical Information: 2.9" H x 6.4" W x 9.4" (4.45 lbs) 1201 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: This two-volume handbook provides a comprehensive examination of policy, practice, research, and theory related to English language teaching (ELT) in international contexts. Nearly 70 chapters highlight the research foundation for the best practices, frameworks for policy decisions, and areas of consensus and controversy in the teaching and development of English as a second and/or additional language for kindergarten through to adult speakers of languages other than English. In doing so it problematizes traditional dichotomies and challenges the very terms that provide the traditional foundations of the field. A wide range of terms has been used to refer to the key players involved in the teaching and learning of the English language and to the enterprise of English language teaching as a whole. At various times and in different contexts, the following labels have been used in countries where English is the dominant language to describe programs, learners, or teachers of Enghsh: English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), and English language learners (ELL). In contexts where EngUsh is not the dominant language, the following terms have been used: English as a foreign language (EFL), English as an international language (EIL), and English as a lingua franca (ELF). |