This volume provides an overview of current issues in English as an International Language (EIL) education and critical intercultural literacy pedagogy. The different chapters are inspired by critical interculturality as a decolonial project that seeks to interrogate the structures, conditions, and mechanisms of colonial power relations that still pervade our increasingly globalising postcolonial societies; they tend to perpetuate forms of discrimination such as sexism, racism, classism, heterosexism and linguicism.
Divided into five sections, this collection critically examines English Language Teaching textbooks integration of intercultural dimensions, the promotion of intercultural literacy in teacher education programs, the management of cultural diversity in multicultural professional/business and educational situations, and the decolonisation of the curriculum in various global educational and professional situations. The book presents a range of linguistic approaches as a means of examining the nature of intercultural communication pertaining in EIL varied international contexts. The chapters also reflect a wide diversity of perspectives from local contexts with global relevance and applicability.
This book is an indispensable reference for business leaders, international relations stakeholders, education and linguistics students, educationists, textbook designers, teacher trainers and researchers of language and culture, critical pedagogy, multiculturalism studies, TESOL and English as a lingua franca (ELF).
Chapter 1: (De)Coloniality, Indigeneity and the Cultural Politics of
English as an International Language: A Quest for thenThird Space.- Part I:
Intercultural Literacy in EIL Education: Towards a Post-Native
Speakerist Approach.
Chapter 2: Critical Intercultural Language Teaching:
Moving from Beliefs to Instructional Practices in EFL Classrooms.
Chapter
3: Promoting Intercultural Critical Literacy among Moroccan University
Students through Online International Collaborative Education.
Chapter
4: The Transformation of an English User into an Intercultural English User.-
Part II: Fostering a Culturally Responsive Pedagogy in Teacher Education.-
Chapter 5: (En)Countering the White Gaze: Native-speakerist Rhetorics and
the Raciolinguistics of Hegemony.
Chapter 6: I Wasnt Good Enough through
Their Eyes:White Dominance and Conceptions of the Good Teacher in Teacher
Education in Canada.
Chapter 7: Sensitising Teachers to Prejudices in
Representations of Indigenous Peoples in EFL Textbooks.
Chapter 8: Building
on and Sustaining Multilingual Childrens Cultural and Linguistic Assets in
Superdiverse Early Childhood Education.
Chapter 9: Challenging Invisibility
in a Privileged Discourse Space: Culturally and Linguistically Inclusive
University Teaching.
Chapter 10: Teacher Culture Pluri: An International
Initiative to Develop Open Educational Resources for Pluralistic Teaching in
FL Teacher Education.
Chapter 11: Teachers Perceptions of Cultural
Otherness in Sri Lanka:Bridging the Gap in ELT Interculturality.
Chapter
12: Pre-service Teachers Difficulty Understanding English as a Lingua Franca
for Intercultural Awareness Development.
Chapter 13: Re-envisioning
EIL-informed TESOL Teacher-Education Curriculum.- Part III: Intercultural
Communication, EIL Education and Diversity Management.
Chapter 14: Health
Communication in Pakistan: Establishing Trust in Networked Multilingualism.-
Chapter 15: Cultural Competency as a Critical Component of Quality Public
Administration Services: A Model for Leading Multicultural Teams.
Chapter
16: Novice Multilingual Writers Learning to Write and Publish: An
Intercultural Perspective.- Part IV: Intercultural Literacy Assessment in EIL
Education.- Chapter 17: Assessing Perspectives on Culture in Saudi EFL
Textbook Discourse.
Chapter 18: Gender and Visual Representation in Moroccan
ELT Textbook Discourse.
Chapter 19: The Impact of English Proficiency on the
Sociocultural and Academic Adaptation of Chinese Students in Short-term
Exchange Programs: The Mediating Effects of Cultural Intelligence.- Part
V: Decolonising Minds, Discourses and Practices.
Chapter 20: The Struggle to
DecolonizeEnglish in School Curricula.
Chapter 21: Coloniality,
Interculturality, and Modes of Arguing.
Chapter 22: Reconstructing
Educational Administration and Leadership Language and Concepts for Teaching
in the Arabian Gulf: Critical, Hermeneutic and Postcolonial Dimensions of
Decolonising Curriculum.
Chapter 23: She is not a Normal Teacher of
English: Photovoice as a Decolonial Method to Study Queer Teacher Identity
in Vietnams English Language Teaching.
Chapter 24: Teaching EIL as a Tool
of Social and Ideological Manipulation in South Korea: Does School and
Student Socioeconomic Status Matter?.
Chapter 25: Intercultural Competence
a Never-ending Journey.
Chapter 26: Redefining EIL through Embracing
Transcultural Ways of Knowing: Challenges, Opportunities, and Future
Directions.
Ahmed Sahlane is a senior university lecturer in English, with extensive international teaching experience. He has published several articles and book chapters in mediated political argumentation, critical linguistics, the pragmatics and aesthetics of argumentation and rhetoric in mediated political discourse, with particular reference to the 2003 Iraq War. His research also includes critical pedagogy, intercultural literacy, multicultural education, and social justice. He is the receiver of Top Gun scholarship for Master teachers, CDIS, Burnaby, Canada (2001).
Rosalind Pritchard is Emeritus Professor of Education and Senior Distinguished Research Fellow at Ulster University where she established a TESOL Masters degree combining theory with an international teaching practice. She pursues research in higher education and TESOL (especially cross-cultural adaptation and pedagogic strategies). She is a member of the Royal Irish Academy and theUK Academy of Social Sciences. She is an Honorary Fellow of the British Association for International and Comparative Education and Secretary of the European Association for Institutional Research.
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