This edited book brings together a collection of research-based chapters that address a variety of topics related to the teaching of English in different contexts around the world. The chapters are informed by a critical approach to research, employing a variety of research methods to question and problematize taken-for-granted definitions and practices in areas such as classroom pedagogy, testing, curriculum, language policy, the position of English as a medium of instruction, educational management, teacher education, materials and evaluation. This book addresses a major gap in theoretical and research literature in the area of teaching English, and it will be of interest to trainee and practising teachers, research students and scholars of EFL and TESOL, and researchers in applied linguistics.
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1 Critical Issues: An Introduction |
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1 | (8) |
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Part I Issues of Language in Education Policies |
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9 | (86) |
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2 Effects of the English Medium Instruction Policy on Students' Writing Experiences in Content Courses in a Public College in Oman |
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11 | (30) |
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3 The Effect of the Policy of English as Medium of Instruction on Arabic in Kuwait |
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41 | (26) |
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4 The EMI Policy in UAE Universities and Its Impact on Arab Students' Identity and Faith in their Academic Arabic |
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67 | (28) |
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Part II Issues in Critical Language Pedagogy |
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95 | (112) |
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5 Linguistic Imperialism and Attitudes Towards Learning English in Lebanon: An Exercise in Critical Pedagogy |
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97 | (26) |
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6 Global Citizenship in the English Language Classroom: Student Readiness for Critical Reform |
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123 | (30) |
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7 Critically Contextualizing Student Voice in the TNE Classroom |
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153 | (26) |
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8 A Critical Discourse Analysis of Neoliberal Discourses in EAP Textbooks |
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179 | (28) |
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Part III Issues of Critical Language Teacher Education |
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207 | (88) |
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9 Exploratory Practice for Language Learning and Teaching |
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209 | (26) |
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10 Bringing to Light English Language Teachers' Voices for Continuous Professional Learning in Chile |
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235 | (26) |
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Paulina Sepulveda-Escobar |
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11 Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes |
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261 | (34) |
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Part IV Issues of Voice and Voicelessness with English |
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295 | (106) |
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12 Teachers' Voices and Curricular Change: A Critical View |
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297 | (24) |
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13 Performativity in Education and Its Impact on Saudi ELT Teachers' Performance |
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321 | (26) |
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14 Non-native: Problematizing the Discourse and Conscientizing the Teachers |
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347 | (26) |
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15 Problematizing Student Evaluation of Teaching in Saudi Arabia: Merits, Demerits and Impacts on Performance |
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373 | (28) |
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| Index |
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401 | |
Salah Troudi is Associate Professor in the Graduate School of Education at the University of Exeter, UK. He directs the doctorate programme in TESOL in Dubai, and is the International Development Coordinator. His teaching and research interests include language teacher education, critical issues in language education, language policy, curriculum development and evaluation, and classroom-based research.
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