This book provides an overview of recent trends and developments in the field of English language education. It showcases research endeavors from a heterogenous group of scholars from different parts of the world and brings together perspectives from both experienced and emerging scholars. This book provides a platform for established as well as emerging practitioners and scholars in the field of English Language Teaching to share their research. It synthesizes local expertise and culture with innovative ideas from other contexts and brings theory and practice together in one volume.
Introduction.- Part 1: Socio-cultural perspectives in ELT.- ELT and
development in Bangladesh: A critical overview.- Students' uptake of
translanguaging pedagogies and translanguaging-oriented assessment in an ELT
classroom at a Bangladeshi university.- Culture in language teacher
education: A South Asian perspective.- Snowflakes versus ice cubes in
creative language use.- Part 2: Curriculum and materials.- Economisation of
the secondary English curriculum in Bangladesh.- Outcome-based living ELT
curriculum in higher education in Bangladesh.- Enacted curriculum of private
English kindergartens in Korea: Cases of three play-based English
kindergartens in Seoul.- Stories About Ourselves: Collaboration, teacher
development, and creating culturally relevant graded EFL reading materials
for Bangladeshi learners.- The challenges of developing ELT materials for
higher secondary schools in Bangladesh: The case of the English textbook.-
Rhizomatic literacy through graphic novels.- Part 3: Educational technology.-
Students evolved beliefs of TELL constraints and benefits: Learner voices
from an EAP programme.- Teacher initiatives for technology integration in
higher education in Bangladesh.- Wiki-based collaborative writing:
Undergraduate learners perspectives.- Using digital tools to enhance student
engagement in online learning: An action research study.- Part 4: ELT
practices.- Re-envisioning English language teaching in a post-COVID world:
Using language education for sustainable development.- Exploring language
learning attitudes through diaries.- Second language writing instruction in
Iran: The status quo and future research agenda.- Impact of textual
enhancement on EFL learners noticing and acquisition of noun and verb
phrases.- Disruptive perspectives and reinvention: Why and how for the
English learners.- Part 5: Assessment.- Practical applications of
learning-oriented assessment (LOA).- Exploring assessment literacy of
tertiary-level teachers in Bangladesh.- Impact of a national English as a
foreign language test on parents in Nepal.- Common item violations in
multiple choice questions in Bangladeshi recruitment tests.- Part 6: Teacher
education.- Researching and developing teacher expertise in the Global South:
Local and transferrable solutions.- The professional, pedagogical, and
personal impacts of being a volunteer teacher trainer: Case studies from
teachers helping teachers.- English language teacher education and policy
changes in multilingual Indonesia.- Not Proper Teaching: The beliefs and
experiences of novice native English language teachers in the UK.-
(Re)thinking initial teacher education curriculum: Towards equitable,
crisis-ready TESOL.- Closing thoughts.
Rubina Khan is Professor at the Department of English, University of Dhaka, Bangladesh. She has a Ph.D. in English Language Teaching (ELT) from the University of Warwick, and an MA in TESOL from the University of Northern Iowa, USA. With experience in teaching, research, and assessment, she has published extensively and presented at national and international forums. Her current areas of interest include teacher professional development and leadership skills. She is President of the Bangladesh English Language Teachers Association (BELTA). Ahmed Bashir is Professor at the Department of English, University of Dhaka, Bangladesh. He has an MA in Applied Linguistics & English Language Teaching (ELT) from the University of Dhaka, and a second MA in TESOL from the University of Nottingham, Malaysia Campus. His areas of interests include language learning/teaching strategies, learner autonomy, educational technology, and language testing and assessment. He is theGeneral Secretary of the Bangladesh English Language Teachers Association (BELTA). Bijoy Lal Basu is Associate Professor at the Department of English, University of Dhaka, Bangladesh. He has a PhD in Curriculum and Pedagogy from Kings College London and an MA in TESOL from the UCL Institute of Education. He has co-authored Endeavour: An introductory language coursebook (2014) and published articles in journals including TESL EJ and Asia TEFL. His research interests include ELT curriculum and pedagogy, teacher education, pragmatics and discourse studies. Md. Elias Uddin is Assistant Professor at the Department of English, University of Dhaka, Bangladesh. He has an MA in Applied Linguistics and English Language Teaching (ELT) from the University of Dhaka. His areas of interest include educational assessment, materials design and development, and teacher education.
