International Perspectives on Diversity in ELT

Series Editors’ Preface
Acknowledgements
Contents
Notes on Contributors
Abbreviations and Acronyms
List of Figures
List of Tables
Introduction: Diversity in ELT
Why a Volume on Diversity?
Diversity and Inclusion
How is Diversity Understood in This Volume?
Interculturality
Gender
Special Education Needs
Structure of the Volume
References
Interculturality
Beyond Intercultural Awareness in ELT
An Initial Vignette
Assumptions: Views of Education in This School
Views of Language Teaching and Learning
The Intercultural Dimension
Intercultural Speaker, Intercultural Competence and Intercultural Communicative Competence
An Intercultural Challenge
Implications and Concluding Remarks
Suggested Further Reading
Engagement Priorities
References
Promoting Understanding of Diversity by Taking a Critical Intercultural Stance
Introduction
Conceptual Framework
The Decolonial Turn and Critical Interculturality
Decolonising English Language Teaching
Pedagogical Framework
Decolonial Pedagogies
Transgressive or Counter-Hegemonic Pedagogy
Pedagogy of the Question
The Module of Language, Culture and Identity and Its Role in the Understanding of Diversity
Content Adaptation
Activities Developed
Link to Critical Interculturality as a Formative Principle
Conclusion
Suggested Further Reading
Engagement Priorities
References
Fostering Intercultural Learning Experiences in the ESL/EFL Classroom
Introduction
A Growing Need for Intercultural Skills Development
Curriculum Materials and Sociocultural Perspectives on Learning
Instructional Resources for Intercultural Awareness and Adjustment
Course Overview
Module 1. Cultural Identity
Module 2. Academic Culture
Module 3. Intercultural Friendships
Conclusion
Suggested Further Reading
Engagement Priorities
References
“Let’s Play ‘Sok Says’, Not ‘Simon Says’”: Evaluating the International and Intercultural Orientation of ELT Materials for Cambodian Secondary Schools
Introduction
TEIL and TEIL Materials
Context, Analytic Scheme, and Limitation
Context and Textbook
Analytic Scheme
Limitations
Cambodian English G7: International and Intercultural Enough?
Representation of Users of English
Representation of Linguistic Norms
Representation of Cultures
On Intercultural Communication Skills
Conclusion and Implications
Suggested Further Reading
Engagement Priorities
References
Task Typologies for Engaging with Cultural Diversity: The Queer Case of LGBTIQ* Issues in English Language Teaching
Absences and Mismatches: How Diverse Is Intercultural Learning?
Intercultural Learning: A Reflective Point of Departure into Diversity
Queer Outlooks on Cultural Diversity in ELT
Embracing Cultural Diversity in Practice: A Task Typology for Queering ELT
Tasks for Drawing Learners into an LGBTIQ* Topic
Tasks for Contextualising an LGBTIQ*-Related Topic in Its Historical and Cultural Dimensions
Tasks for LGBTIQ*-Focused Language Enrichment
Tasks for Identifying and Laying Open the Power of Heteronormativity
Tasks for Changing One’s Perspective into an LGBTIQ* Identity
Tasks for Reflection and De-centring
Tasks for Communicative and Creative Follow-ups
Conclusion
Suggested Further Reading
Engagement Priorities
References
Gender
Deheteronormalising the EFL Classroom: Teachers’ Beliefs, Doubts, and Insecurities in Exploring Sexual Identities in Cyprus
Introduction
Queer Theory Framework
Queer Theory and ELT
Sexual Identity-Related Studies in Cyprus
The Cypriot Context
The Exploration
Understanding Teachers’ Concerns
Studies and Perceived Responsibilities
Clear-Cut Identities and “Positive Stimuli”
Representation and Language
Discussing Teachers’ Concerns
Conclusions and Implications
Suggested Further Reading
Engagement Priorities
References
Exploring the Role of Teacher Talk in the Gender Identity Construction of Filipino Children
Introduction
Gender and Development in Schools
Gendered Classroom Discourse
Gender-patterned Interactions in Philippine Classrooms
Our Study
Analysis and Discussion of Classroom Interaction
Praise and Criticism
Construction of Gender Identities and Social Practices in Classrooms
The Beautiful, Cooperative, and Kind Girl
The Active and Assertive Boy
Conclusion
Suggested further readings
Engagement priorities
References
Gender Barriers and Conflict in ELT in Japanese Universities
Introduction
Gender Discrimination
Context: Hierarchy in the Japanese University System
The Study
Networking, Job Hunting, and Hiring
Promotions and Lack of Mentors
The Struggle of Working Mothers
Toxic Work Environments
Physical Safety
Harassment, Sexual Misconduct, and Reporting Systems
Suggestions to Dismantle Gender Barriers
Conclusion
Suggested Further Reading
Engagement Priorities
Appendix A
References
Supporting in-Service Teachers for Embracing Comprehensive Sexuality Education in the ELT Classroom
Introduction
CSE and CLIL
Context
The Workshop
Theoretical Framework
Tasks
Lesson Planning
Conclusions and Implications
Suggested Further Reading
Engagement Priorities
References
Preparing Pre-service Teachers for the Singular They: Inclusive EFL Teacher Education
Introduction
Gender Contextualised in an Inclusive Curriculum
Gender in German EFL Teacher Education
A Blended-Learning Approach to Gender-Sensitive EFL Teacher Preparation
Raising Awareness
Understanding the Discursive Construction of Gender in EFL
Encouraging Reflective Practice
Evaluation
Conclusion
Suggested Further Reading
Engagement Priorities
References
Special Education Needs
The 5-Dimensional Model: A Finnish Approach to Differentiation
Introduction
Theoretical Background of the 5D Model
The 5D Model in Practice
Dimension 1: Teaching Arrangements
Dimension 2: Learning Environment
Dimension 3: Teaching Methods
Dimension 4: Support Materials
Dimension 5: Assessment
Conclusion
Suggested Further Reading
Engagement Priorities
References
Uncovering Diverse Perspectives and Responses to Working with English Learners with Special Educational Needs
Introduction
Our Study
The Participants and Context
Participant Reflections
Pre-experience Perspectives
Experiences
Post-experience perspectives
Discussing Participants’ Responses and Developing Teacher Cognitions
Conclusion
Suggested Further Reading
Emergent priorities
References
Dyslexia and Its Role in the Teaching Reform in China
Introduction
Special Needs Education Within China
Dyslexia Within China
The Case
Changing Year 1
Inclusive Education for All
Principles Guiding the ESAP Approach: Relevance to Teaching Dyslexic Students
Implications and Outcomes of the Changes
Conclusion
Suggested Further Reading
Engagement Priorities
References
A Challenge, a Must, an Adventure: English as a Foreign Language for Deaf and Hard of Hearing Students
Introduction
Deaf and Hard of Hearing Individuals in generation @
Teaching English to DHH Students
English for Specific Purposes, ESP-Ecially for DHH Students
Teaching and Learning Strategies Recommended for English Classes with Deaf and Hard of Hearing Students
Individualisation
Emotionalisation
Lexical Analysis
Multi-Sensory Memorisation
Structuralisation
Experiential Learning
Conclusion
Suggested Further Reading
Engagement Priorities
References
English Language Teacher Educators’ Knowledge and Classroom Practices of ADHD
Introduction
What Is ADHD?
Our Study
Teacher Educators’ Perceived Knowledge of ADHD
Sources of Knowledge of ADHD
Exposure to ADHD
Teaching Pre-service Teachers About ADHD and Related Intervention Strategies
Challenges
Perceived Difficulties
Teacher Educators’ Perceptions of Their Ability to Teach Students with ADHD
Expert Support
Lessons Learnt
Conclusion and Recommendations
Suggested Further Reading
Engagement Priorities
References
Diversity in ELT: Present and Future
Introduction
Who are the Direct Beneficiaries of Teaching Approaches that Focus on Diversity?
Who Else May Benefit from a Diverse Learning Context?
What Actions Have Been Carried Out to Bring Diversity Into Teaching?
What Else Can Practitioners do to Contribute to Diversity in ELT?
What are the Future Directions in the ELT Agenda Concerning Diversity?
Conclusion
References
Index