This book offers a holistic practitioner and research-based perspective on English Language Teaching and teacher education in difficult circumstances. While extending the current conceptualization of difficult circumstances in ELT to include the broader policy issues that may affect ELT in low-to-mid income countries, the book focuses on the challenges faced by practitioners and learners in contexts of confinement, conflict and special education. This edited collection examines the challenges and problems that emerge from the complex current ELT environment, and presents examples of contextualized inquiry-based strategies and interventions to address these challenges. Underlining the need to extend the boundaries of the discipline of ELT to include teaching-learning in less privileged contexts, this wide-ranging volume will appeal to students, scholars and practitioners of English Language Teaching.
|
1 Teaching English in Difficult Circumstances: Setting the Scene |
|
|
1 | (26) |
|
|
|
Section I Policy Decisions and the Creation of Difficult Circumstances |
|
|
27 | (44) |
|
2 An Almost Invisible `Difficult Circumstance': The Large Class |
|
|
29 | (20) |
|
|
|
3 Translanguaging as a Pedagogical Resource in English Language Teaching: A Response to Unplanned Language Education Policies in Nepal |
|
|
49 | (22) |
|
|
|
Section II Developing Contextually Responsive Pedagogy and Materials for Teaching English in Difficult Circumstances |
|
|
71 | (60) |
|
4 Promoting Learner Engagement in a Large University-Level ESL Class in Pakistan |
|
|
73 | (16) |
|
|
|
5 `We Learn from Simple Way but Big Big Thing': Promoting Learner Autonomy in Large Under-Resourced Classes |
|
|
89 | (20) |
|
|
|
|
|
6 Using Mobile to Create Low-Cost, High-Quality Language Learning Opportunities: Lessons from India and Bangladesh |
|
|
109 | (22) |
|
|
|
|
|
Section III Difficult Circumstances in Non-mainstream ELT: Contexts of Confinement, Conflict and Special Needs |
|
|
131 | (66) |
|
7 T Want to Make the Invisible Visible': Teacher Motivation in Argentinian Prison Education |
|
|
133 | (22) |
|
|
|
8 ELT in a War-Affected Context: One Teacher's Coping Strategies and Practical Responses in a Syrian Camp School |
|
|
155 | (20) |
|
|
|
9 Resourcing the Under-resourced English Language Classroom in State Primary Special Education Schools in Buenos Aires, Argentina |
|
|
175 | (22) |
|
|
|
Section IV Approaches to Teacher Development in Difficult Circumstances |
|
|
197 | (58) |
|
10 Towards a Project-Based Approach to Teacher Development in Difficult Circumstances: The Case of Two English Language Teachers' Professional Development in Cameroon |
|
|
199 | (22) |
|
|
|
11 Using Mediated Authentic Video as a Potential Innovative Solution for Training at Scale: A View from Bangladesh |
|
|
221 | (22) |
|
|
|
|
|
12 Conclusion: Teaching English in Difficult Circumstances---Lessons Learnt and the Way Forward |
|
|
243 | (12) |
|
|
| Index |
|
255 | |
Kuchah Kuchah is Assistant Professor at the University of Bath, UK. He has been involved teacher education and material development projects in sub-Saharan Africa and Europe and has published widely on ELT in challenging circumstances and was recently recognized as one of TESOL International Associations 30 upcoming leaders in the field. Fauzia Shamim is Professor at the English Language Center, Taibah University, Saudi Arabia. She previously headed the Department of English at the University of Karachi, Pakistan. She has trained English language teachers in a variety of settings and countries, and is a founder member of SPELT (Society of Pakistan English Language Teachers).
