Principles and Practices of Teaching English as an International Language
By 松田 文. 2012
310 citations recorded by the source corpus.
Introduction Aya Matsuda: Teaching English as an International LanguagePart I: Principles in Teaching English as an International Language Chapter 1 Aya Matsuda & Patricia Friedrich: Selecting an instructional variety for an EIL curriculum Chapter 2 Nobuyuki Hino: Endonormative models of EIL for the Expanding Circle Chapter 3 Patricia Friedrich: ELF, intercultural communication, and the strategic aspect of communicative competence Chapter 4 Ryuko Kubota: Toward border-crossing communication in and beyond English Chapter 5 Sandra McKay: Teaching materials for English as an international language Chapter 6 Peter Lowenberg: Assessing proficiency in EIl Chapter 7 Seran Dogancay-Aktuna & Joel Hardman: Teacher education for EIL: Working toward a situated meta-praxisPart II: Showcase of EIL programs, courses, and pedagogical ideas Chapter 8 James D'Angelo: WE-informed EIL curriculum at Chukyo: Towards a functional, educated, multilingual outcome Chapter 9 Farzad Sharifian & Roby Marlina: English as an International Language (International/Intercultural Communication): An innovative program Chapter 10 Hyewon Lee: World Englishes in a high school English class: A case from Japan Chapter 11 Yasemin Bayyurt & Derya Altinmakas: A WE-based English communication skills course at a Turkish university Chapter 12 Nobuyuki Hino: Participating in the community of EIL users through real-time news: Integrated practice in TEIL (IPTEIL)Chapter 13 Aya Matsuda & Chatwara Suwannamai Duran: EIL Activities and tasks for traditional English classroomEpilogue: Cecil Nelson
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/cbafe0949c3b0872c6c6265c4ec2366196db32c5
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Citations in the corpus
- ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education (2014, background): “In the light of the above, therefore, it becomes clear that teachers interested in ELF need to develop a particular mindset that endorses change and a working understanding of current realities regarding the use of English internationally (also see papers in Alsagoff et al. 2012).”