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Full Description
This edited book provides professionals in the field of English Language Teaching (ELT) with a situated and culturally-responsive account of diversity and inclusion in English language education, from primary to higher education and in a wide range of settings. The volume focuses on three overlapping areas: interculturality, special education needs, and gender. The chapters in each section seek to help readers reflect on the opportunities and challenges of diversity as a step towards inclusive practices, and raise awareness of critical topics across the curriculum and beyond by engaging in wider social issues. This book will be of interest to language teachers and teacher trainers, as well as scholars working in applied linguistics, higher education, intercultural studies, and related fields.
Contents
Chapter 1: Introduction: Diversity in ELT (Mercedes Pérez Berbain, Darío Luis Banegas and Griselda Beacon).- Section 1: Interculturality.- Chapter 2: Beyond Intercultural Awareness in ELT (Melina Porto and Javier Arguiano).- Chapter 3: Promoting Understanding of Diversity by Taking a Critical Intercultural Stance (Carlo Granados-Beltrán).- Chapter 4: Fostering Intercultural Learning Experiences in the ESL/EFL Classroom (Darren K. LaScotte and Bethany D. Peters).- Chapter 5: "Let's Play 'Sok Says', Not 'Simon Says'": Evaluating the International and Intercultural Orientation of ELT Materials for Cambodian Secondary Schools (Roby Marlina).- Chapter 6: Task Typologies for Cultural Diversity: The Queer Case of LGBTIQ* Issues in English Language Teaching (Thorsten Merse).- Section 2: Gender.- Chapter 7: Deheteronormalising the EFL Classroom: Teachers' Beliefs, Doubts, and Insecurities in Exploring Sexual Identities in Cyprus (Dimitris Evripidou).- Chapter 8: Exploring the Role of TeacherTalk in the Gender Identity Construction of Filipino Children (Rafaella R. Potestades).- Chapter 9: Gender Barriers and Conflict in ELT in Japanese Universities (Tanja McCandie).- Chapter 10: Supporting In-service Teachers for Embracing Comprehensive Sexuality Education in the ELT Classroom (Paola Cossu, Gabriela Brun and Darío Luis Banegas).- Chapter 11: Preparing Pre-service Teachers for the Singular They: Inclusive EFL Teacher Education (Carolyn Blume).- Section 3: Special Education Needs.- Chapter 12: The 5-Dimensional Model: A Finnish Approach to Differentiation (Anssi Roiha and Jerker Polso).- Chapter 13: Uncovering Diverse Perspectives and Responses to Working with English Learners with Special Educational Needs (Robert J. Lowe, Matthew Y. Schaefer and Matthew W. Turner).- Chapter 14: Dyslexia and its Role in the Teaching Reform in China (Stuart Perrin).- Chapter 15: A Challenge, a Must, an Adventure: English as a Foreign Language for Deaf and Hard of Hearing Students (Ewa Domagała-Zyśk and Anna Podlewska).- Chapter 16: English Language Teacher Educators' Knowledge and Classroom Practices of ADHD (Neşe Cabaroğlu and Merve Tohma).- Chapter 17: Diversity in ELT: Present and Future (Griselda Beacon, Mercedes Pérez Berbain and Darío Luis Banegas).
