This thought-provoking and informative collection of essays covers a broad spectrum of topics including: - Why the communicative approach is dead and what to do about it - How to implement blended learning in day-to-day English teaching - Virtual worlds and why English teachers should get a second life - The different roles played by the language teacher - The value of translation in language teaching - Whether native English speakers really make better teachers - Why you should NOT be teaching International English - A more effective way to teach Technical English - The truth about Superlearning and suggestopaedia - The secret to being a good English teacher - Teaching the language of sex. Also included are chapters on the author's unique insight into the issue of complexity in language teaching as manifested in the correlation between language, set theory and fractal mathematics - and the consequences for learners and teachers of English.

There are several issues in English teaching on which applied linguists take very different positions: e.g. linguistic imperialism, the validity of critical discourse analysis, the pedagogic relevance of corpus descriptions of language, the theoretical bases of second language acquisition research, the nature of applied linguistics itself. This book presents exchanges between scholars arguing different positions, and directs attention to the key points at issue.

Language is a dynamic process, the hallmarks of which are self-organisation, self-similarity and chaotic determination. Instead of seeking simple solutions to complex problems, teachers and syllabus designers should be reaching out beyond existing course books and methodologies to embrace the lessons learned by other scientific disciplines. The fractal approach envisages a new paradigm of language based on forms found in nature and indicates a goal-oriented method of developing teaching materials incorporating a holistic view of language acquisition. This book outlines the theory, presents guidelines for implementing it in the classroom and gives practical examples of the fractal approach in action. With this approach, Claypole 'steps away from ELT convention and offers a perspective from a very different world... His contribution to the field is definitely worth reading.' - Evan Frendo

ELT, a vast and growing field of research, has now moved beyond primary concerns related to developing learners’ proficiency in the language and designing curricula, syllabi, materials and assessment tools. It is witnessing rapid development towards de-centralizing and de-elitizing English, promoting multilingual approaches for teaching English and bridging the gap between language-in-education policies and practices. Critical Issues in ELT compiles research papers by linguists, language teachers, and English language teaching professionals to present contemporary debates on critical issues related to English language teaching, primarily in India. The subject matter of this book includes a variety of articles based on empirical data. It discusses the challenges facing ELT today and also includes papers discussing theoretical positions/frameworks/issues in ELT, classroom-based action research projects, and personal narratives. Print edition not for sale in South Asia (India, Sri Lanka, Nepal, Bangladesh, Pakistan or Bhutan)

This text goes back to basics by investigating fundamental assumptions about the way English should be defined and taught as a foreign language. It looks at different attitudes to English teaching, and critically examines proposals for course content.

Chapter 1.Beliefs and realities: a framework for decision making --chapter 2.Contrastive and intercultural rhetoric --chapter 3.Writing in a digital era --chapter 4.What and whose standards for L2 writing? --chapter 5.Paths to improvement --chapter 6.Writing from sources and the dilemma of plagiarism --chapter 7.Assessment --chapter 8.Miscellaneous controversies: critical thinking, individualism, and voice.

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.

This volume brings together selected papers presented during the 9th International Conference of the Association of Czech Teachers of English, titled “Teaching for Tomorrow” and hosted by the English Department of the Faculty of Science, Humanities and Education at the Technical University of Liberec, Czech Republic. The conference brought together English Language Teaching (ELT) professionals from primary, secondary and tertiary education to discuss a variety of English as a Foreign Language (EFL)-related topics, ranging from reports on language research to viewpoints and insights on classroom practice. The contributions are grouped into three sections: a) Focus on Selected Language Topics, b) Increasing Learner Autonomy and c) Innovative Teaching English as a Foreign Language (TEFL) ideas. Papers were carefully chosen in order to appeal to a broad audience. Consequently, there are articles which have a mainly theoretical bent and those which have a more practical leaning. Although the conference was hosted in the Czech Republic and the majority of participants were from this country, the book is relevant to any context where English is taught as a foreign or second language. Therefore, teachers, advanced students of English, language researchers, and, indeed, anyone engaged in the EFL profession will find this collection both educational and thought-provoking.

Providing an introduction, this work contains sections on the British Empire.

With English becoming the world's foremost lingua franca, the pressure to improve English language education (ELE) has been steadily increasing. Consequently, the nature of ELE has changed drastically in the last decade. This has not only brought about a number of changes in the way English is taught and learnt, but it has also led to various innovative practices around the world. As a result, this edited book aims to shed light on the new theoretical and methodological developments in the field of ELE as well as the major issues and difficulties faced by practitioners in different parts of the globe. One very important variable that the book takes into account is the role that English already plays in a particular society since this may affect the views that teachers and students hold of the language. This in turn can significantly influence the way English is taught and learnt in given political, economic and socio-cultural settings. The purpose of this book is therefore to provide a comprehensive overview of the pedagogical methods, policies and problems that underlie English language education in ten different regions across the world, including: the USA, Canada, the UK, Australia, New Zealand, India, Singapore, Japan, China and Hong Kong. In doing so, the different chapters in the book emphasize the importance of responding to linguistic and other forms of diversity in order to develop English language education in a globalized world. This book will be useful for teachers and students of English language, for English language curriculum and materials developers, and for those involved in educational policy-making and language acquisition research. Written by experts in the field, the range of content covered in the book's chapters will also help policy-makers, researchers and practitioners develop effective English language education practices and policies, and propose solutions to emerging issues in English language teaching and learning in different environments around the world. The newly-developed arguments and concerns pertaining to English language education will serve as future reference for professionals interested in this area of expertise.