Description
The teaching of English in the Asian context is always challenging and dynamic because both teachers and learners have diverse linguistic and cultural backgrounds. Equally important, where English is not widely used outside the classroom, English language classrooms are an authentic site of learner engagement. For these reasons, for all those concerned with contemporary English language teaching (ELT) in Asia, Asian English Language Classrooms: Where Theory and Practice Meet, provides an account of theoretical orientations and practices in the teaching of English to multilingual speakers whose primary language is not English. While covering the fundamental ELT areas (e.g., the teaching of language skills, educational literature, the use of technology in ELT, the role of pragmatics in ELT, social psychology of the language classroom, and language classroom management) with which every language teacher and teacher trainer must be concerned, this volume showcases how particular orientations shape ELT practices. We believe that practicing English teachers must have a heightened awareness of the theory behind their practice. At the same time, the theoretical stance must be firmly anchored in actual classrooms. Containing newly commissioned chapters written by well-regarded and emerging scholars, this book will appeal not only to beginning teachers or teachers in training but also to established teachers around Asia where English is used as a lingua franca. If you are a student teacher of English or an English teacher who would like to see what other progressive teachers like you are doing across Asia, this is the book you have been looking for.
Table of Contents
List of contributor
Acknowledgement
Preface
Chapter 1 Introduction: Re-contextualizing English Language Teaching in Asia today (Handoyo Puji Widodo, Alistair Wood, & Deepti Gupta)
Chapter 2 Teaching Listening in Pre-tertiary and Tertiary English Education in Japan (Tomoko Kurita)
Chapter 3 Developing Speaking for Intercultural Communication: Textbooks with Critical and Creative Approaches (Lixian Jin & Martin Cortazzi)
Chapter 4 Teaching Reading through Multimodal Texts (Eveline Chan & Zuocheng Zhang)
Chapter 5 Supplementing Extensive Reading for Japanese EFL Learners (Meredith Stephens)
Chapter 6 Teaching Writing to Multilingual Learners Using the Genre-based Approach (Justina Ong)
Chapter 7 Teaching Communicative Vocabulary (Anna Siyanova-Chanturia & Paul Nation)
Chapter 8 What Should EFL Teachers Know about Online Grammar Tasks? (Reima Al-Jarf)
Chapter 9 Teaching Pronunciation to Adult Learners of English (Karen Steffen Chung)
Chapter 10 Fluency in Language Classrooms: Extensive Listening and Reading (Alistair Wood)
Chapter 11 Literature in an Age of Distraction (Alan Maley)
Chapter 12 Expressing Study Abroad Experiences in Second Language Haiku Writing: Theoretical and Practical Implications for Teaching Haiku Composition in Asian EFL Classrooms (Atsushi Iida)
Chapter 13 Exploring ICT Tools in English Language Learning: Language, Technology, and the Globalized Classroom (Paolo Nino Valdez, Neslie Carol C. Tan, & Lindsey Ng-Tan)
Chapter 14 The Use of Photo Story in the Indonesian English Language Classroom: Working with Multimodal Tasks (Sri Rejeki Murtiningsih, Nur Arifah Drajati, Winda Hapsari & Hasti Rahmaningtyas)
Chapter 15 Social Psychology of the Language Classroom (Hamzeh Moradi & Deepti Gupta)
Chapter 16 The Role of Pragmatics in Teaching English as an Additional Language (Andrew D. Cohen)
Chapter 17 Language Classroom Management (Arif Sarıçoban & Zekiye Müge Tavil)
