The book is of interest to scholars of multilingualism, language teachers, researchers, and administrators who are developing policies on teaching English and promoting multilingualism. Given its scope, this edited collection provides an overview of how multilingualism is transforming the practice of Teaching English to Speakers of Other Languages (TESOL) in diverse contexts around the world. It serves as a platform for discussions related to policy enactment where TESOL and multilingualism are viewed as collaborative endeavours and approaches the topic from three different angles. The first section of the book provides critical examinations of previous initiatives and accomplishments in the area of language policy development and implementation. The second section describes current projects and initiatives intended to expand and strengthen the field of TESOL while providing space for local and indigenous languages to develop. The third and last part of the book highlights policy development areas that need special consideration in order to develop a form of TESOL that builds on and contributes to multilingualism.
Recenzijos
This book is a valuable contribution to applied linguistics and presents a collection of rich examples for educational stakeholders looking to mobilize asset-based perspectives of multilingualism. (Katharine Glanbock, Language Policy, October 16, 2023)
Past, Present and Ways Forward: Towards Inclusive Policies for TESOL
and Multilingualism.- Policy and Pedagogical Reform in Higher Education:
Embracing Multilingualism.- Bilingual Education in Brazil.- Global ESOL
Assessment Practices: The Washback Effect and Automated Testing in
China.- The Discursive Constructions of TEFL: Key Themes in the National
Policies and Curriculum Documents of Two Indonesian Universities and Their
Possible Ecological Reconstructions.- English Language Teaching Development
in the Midst of Moroccos Continuing Language Policy Conundrum.- The Mythic
and the Authentic Value of English in the African Classroom: A Policy
Perspective.- Multilingualism Through English Dominated Bilingual Policy:
Integration of International Students in Modern Singapore.- Enhancing Equity
for English Learners Through the Seal of Biliteracy: Policy/Practice Pitfalls
and Possibilities.- The Ideologies of English as Foreign Language (EFL)
Educational Policies in Korea: The Case of Teacher Recruitment and
Pre-Service Teacher Education.- Enacting a Multilingual Policy for Economic
Growth: Exploiting the China-Pakistan Economic Corridor Project to Create
Linguistic Harmony in Pakistan.- Marginalized Students and Linguistic
Challenges at Intensive English Programs in Lebanon.- Humoristic
Translanguaging in Intercultural Communication in Qatar: Merits, Limitations
and its Potential Contribution to Policy Development.- TESOLs Way Forward to
Policy Development and Multilingualism in EMI.- Working Sideways for Change:
Extending the Notion of Ideological and Implementational
Space.- Translanguaging as a Key to Socially Just English Teaching in
Finland.- English as a Mediator for Communication and Understanding: The Case
of Israel and Palestine.- Building English Language Resources of
Multilinguals.- From TESOL to TOLSE: Plurilingual Repertoires at the Heart of
Language Learning and Teaching.- An Overview of Turkeys Policy Development
in TESOL and Multilingualism.- A Bourdieusian and Post-Colonial Perspective
on Collaboration Between NESTs and NNESTs.- Dominant Language Constellations:
Teaching and Learning Languages in a Multilingual World.
Kashif Raza has an MA in English Language and Literature from University of Sargodha, Pakistan, an LLB from the University of Punjab, Pakistan, and an MA TESOL from Oklahoma City University, USA. He is a Ph.D. student at Werklund School of Education, University of Calgary, Canada, specializing in educational leadership and policy, and is currently a lecturer in English and a faculty senator at Qatar Universitys Foundation Program. As a multilingual speaker of Urdu, Punjabi, English, Arabic, and Persian, and with academic background in ELT and law, Kashif has been involved in teaching, leadership, developing and supervising EAP and ESP law courses, and planning and implementing English education policies at department, college, and university levels. His research interests include language policy and planning, bi/pluri/multilingualism, language program leadership, teacher development, expectations and perceptions in education, SLW, legal English, and translation. Kashif also serves on the editorial board of a book series edited by Dr. Christine Coombe, entitled English Language Teaching: Theory, Research and Pedagogy and published by Springer. He also translated Dr. Dudley Reynolds research report on Language Policy in Globalized Contexts in Urdu which was published by WISE Qatar. Christine Coombe has a Ph.D. in Foreign/Second Language Education from the Ohio State University. She is currently an associate professor of General Studies at Dubai Mens College in the UAE. Christine is a co-editor and co-author of numerous volumes on F/SL assessment, research, leadership, teacher evaluation, and TBLT. Her most recent publications are the Role of Language Teacher Associations in Professional Development (2018, Springer) and Innovation in Language Learning and Teaching: The Case of the Middle East and North Africa (2019, Palgrave MacMillan). Christine served as the president of the TESOL International Association (20112012) and in 2017 was named to TESOLs 50@50 which recognizes professionals who have made significant contributions to the TESOL profession within the past 50 years. Dr Coombe is the 2018 recipient of the James E. Alatis Award which recognizes exemplary service to TESOL. Dudley Reynolds is a teaching professor of English at Carnegie Mellon University in Qatar. He served as the president of TESOL International Association in 2016-2017 and has been a teacher and researcher of multilingual language learners for over 30 years, working primarily with learners of English. His research addresses issues in language education policy, developmental patterns in additional language learning, curricular and pedagogical approaches to literacy development, teacher education and learning. Among his recent publications is a report on Language Policy in Globalized Contexts for the World Innovation Summit for Education (wise-qatar.org).
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