Local Research and Glocal Perspectives in English Language Teaching: Teaching in Changing Times

Foreword
Acknowledgements
Contents
Editors and Contributors
1 Introduction
Aims of the Book
Organization of the Book
Part I: Socio-cultural Perspectives in ELT
Part II: Curriculum and Materials
Part III: Educational Technology
Part IV: ELT Practices
Part V: Assessment
Part VI: Teacher Education
Conclusion
References
Part I Socio-cultural Perspectives in ELT
2 ELT and Development in Bangladesh: A Critical Overview
Introduction
Development
Language and Development
English for Development Discourse: Views and Counterviews
English and Development in Bangladesh
Socio-political and Linguistic Profile
English, ELT and Development in Bangladesh
Conclusion
References
3 Students’ Uptake of Translanguaging Pedagogies and Translanguaging-Oriented Assessment in an ELT Classroom at a Bangladeshi University
Introduction
Literature Review
The Study
Results and Discussion
Student Perspectives on Traditional ELT Classrooms
Students’ Uptake of Translanguaging Pedagogies in an ELT Classroom
Implications for Policy and Practices
Conclusion
References
4 Culture in Language Teacher Education: A South Asian Perspective
Introduction
Culture and Teacher Training
Method of Inquiry
Local Culture in the Training Curriculum
Local Culture in the Training Practices
Discussion
Conclusion
References
5 Snowflakes Versus Ice Cubes in Creative Language Use
Introduction
Frozen Ice Cube Creativity
Snowflake Language Use at the Phonological/Morphological Level
Snowflake Language Use at the Semantic Level
Snowflake Language Use at the Syntactic Level
Snowflake Language Use at the Cultural Level
Conclusion
References
Part II Curriculum and Materials
6 Economisation of the Secondary English Curriculum in Bangladesh
Introduction
Economisation of Education
Data and Analytical Framework
Findings: Discourses of Neoliberalism, Human Capital and Economisation
Discourse of Neoliberalism
Discourse of Human Capital
Discourse of Economisation
Conclusion
References
7 Outcome-Based Living ELT Curriculum in Higher Education in Bangladesh
Background of the Study
Literature Review
Living Curriculum and OBE Curriculum
Private Universities in Bangladesh
IQAC and OBE
Discrepancy in the UGC-Prescribed MA in ELT Curriculum
The Case Study
The Programmes and Participants
Data Collection and Analysis
Results
Discussion
Conclusion
References
8 Enacted Curriculum of Private English Kindergartens in Korea: Cases of Three Play-Based English Kindergartens in Seoul
Introduction
Literature Review and Background
Early English Education in EFL Countries
Issues Related to English Kindergartens
Policy Enactment Theory as a Conceptual Frame
Method
Data Collection and Analysis
Research Sites and Participants
Results
National Policy
Institutional Policy
Institutes’ Enactment of the Conflicting National Policies
Discussion and Implications
References
9 “Stories About Ourselves”: Collaboration, Teacher Development, and Creating Culturally Relevant Graded EFL Reading Materials for Bangladeshi Learners
Introduction
Authenticity
Ownership
Professional Development and Self-perceptions of Non-native English-Speaking Teachers
Issues Relating to EFL Learners in Bangladesh: Perceived Problems, Needs, and Preferences
The “Stories About Ourselves” Project
Connecting the Dots
Authenticity
Ownership
Professional Development and Self-perceptions of Non-native English-Speaking Teachers
Issues Relating to EFL Learners in Bangladesh: Perceived Problems, Needs, and Preferences
Conclusion
References
10 The Challenges of Developing ELT Materials for Higher Secondary Schools in Bangladesh: The Case of the English Textbook
Introduction
English Language Materials Development in a Local Context
English Materials Development Within the National Curriculum Framework
2000 National Education Policy
2010 National Education Policy
2012 English Curriculum for Classes 11–12
Guidelines for Textbook Writers for the Current English Textbook
Trends in Materials Development and Evaluation
Materials Development
Materials Evaluation
Methodology
Content Analysis
Questionnaires
Follow-Up, Semi-structured Interviews
Data Analysis
Findings
The Extent of the Match Between 2012 Curriculum Objectives and the Design of the EFT Book
The Theoretical Approach of the Book
The Design and Arrangement of Content and Learning Activities
Prevalent Teaching, Learning, and Assessment Practices
Analysis
The Strong Exam Orientation
The Notebook and Guidebook Culture
The Assessment System
Conclusion
References
11 Rhizomatic Literacy Through Graphic Novels
Introduction
Theoretical Framework
Using Graphic Novels in the Classroom
Teaching Multiliteracy Through Graphic Novels
The Harlem Hellfighters
Darkroom: A Memoir in Black and White
Creating Stories Through Graphic Novels
Teaching History
Teaching Language
Identity Cultivation
Using Graphic Novels in the Bangladeshi Context
Use of Multimodal Texts in Materials and Assessment
Conclusion
References
Part III Educational Technology
12 Students’ Evolved Beliefs of TELL Constraints and Benefits: Learner Voices from an EAP Programme
Introduction
Methodology
Teacher and Student Participants
Instruments and Procedure
Findings and Discussion
Students’ Evolved Attitudes
Factors that Shaped Students’ Beliefs
Implications and Concluding Remarks
References
13 Teacher Initiatives for Technology Integration in Higher Education in Bangladesh
Introduction
Literature Review
Institutional Support
Self-directed and Experiential Learning
Professional Learning Communities/Networks
Methodology
Participants
Data Collection and Data Analysis
Findings
Institutional Support for Technology Integration
Teacher Initiatives for Learning to Integrate Technology
Discussion
Institutional Support for Technology Integration
Teacher Initiatives in Learning to Integrate Technology
Conclusion and Implications
References
14 Wiki-Based Collaborative Writing: Undergraduate Learners’ Perspectives
Introduction
Wiki-Mediated Collaborative Writing
The Present Study
Methodology
Findings
The Novelty of the Online Writing Tools
Technological and Financial Barriers
Sociocultural Barriers
Interaction and Performance in the Wiki
Online Versus Onsite Collaboration/Interaction
Learner Suggestions for Future Application of Wikis
Discussion and Implications
Conclusion
References
15 Using Digital Tools to Enhance Student Engagement in Online Learning: An Action Research Study
Introduction
Objectives of the Study
Literature Review
Online Learning and Emergency Remote Teaching
Models of Online Learning
Key Components of Online Engagement
Digital Technologies for Online Learning
Related Research
Methodology
Context and Participants
Description of My Action Plan
Data Collection
Data Analysis
Results
Research Question 1
Research Question 2
Discussion
Implications
Limitations of the Study
Afterthoughts of My Action Plan
Conclusion
References
Part IV ELT Practices
16 Re-envisioning English Language Teaching in a Post-COVID World: Using Language Education for Sustainable Development
Introduction
Language Education and the SDGs
Reimagining Language Education
Language Education for Sustainable Development
LESD Theory
SCOPE Framework of LESD
How Can LESD be Used to Re-envision Our ELT Contexts in a Post-COVID World?
Conclusion
References
17 Exploring Language Learning Attitudes Through Diaries
Introduction
Using Journals with Language Learners
Preparing the Students
Teaching About Motivation, Anxiety, and Willingness to Communicate
Results
Evaluation and Plans for the Future
Conclusion
Appendix
References
18 Second Language Writing Instruction in Iran: The Status Quo and Future Research Agenda
Introduction
Method
The Role of Writing in Language Instruction in the Iranian FL Context
Writing Assessment in Iran
Technology and Writing Instruction
Plagiarism in Iranian Learners’ Writing
Concluding Remarks and Future Research Agenda
References
19 Impact of Textual Enhancement on EFL Learners’ Noticing and Acquisition of Noun and Verb Phrases
Introduction
Textual Enhancement and Teaching Grammar
The Study
Participants
Target Forms
Materials
The Design
Data Analysis
Findings
MCQ Reading Task Results
Noticing Question
Grammar Tasks
Discussion
Conclusion
References
20 Disruptive Perspectives and Re-invention: Why and How for the English Learners
Introduction
ELT in the Present Times
Theory of Disruptive Innovations
Disruptive Innovation for Quality Education
Learning-to-learn
Competency-Based Learning
Disruptive Practices and Reinventing
Equity Through Disruptive Practices in ESL Learning
Conclusion
References
Part V Assessment
21 Practical Applications of Learning-Oriented Assessment (LOA)
The Precursor to LOA: Assessment of, for and as Learning
Assessment of Learning (AoL)
Assessment for Learning (AfL)
Assessment as Learning (AaL)
Learning-Oriented Assessment
Implementing LOA in the Classroom
Before the Assessment
During the Assessment
After the Assessment
Criticisms of LOA
Negative Backwash
Too Much Testing
Teaching to the Test
Ineffectiveness of Feedback
Teachers’ Lack of Assessment Literacy
Implications of LOA
Conclusion
References
22 Exploring Assessment Literacy of Tertiary-Level Teachers in Bangladesh
Introduction
Review of Literature
Methodology
Participants and Instruments
Data Analysis
Findings and Discussion
Understanding of Assessment
Training on Assessment
Training on Test Administration
Test Construction
Marking Examination Scripts
Conclusion and Recommendations
References
23 Impact of a National English as a Foreign Language Test on Parents in Nepal
Introduction
Empirical Background to the Study
Theoretical Framework for the Study
The Study
Participants
Data Collection
Research Ethics
Data Analysis
Findings and Discussion
Psychological Impacts of the Test on Parents
Social Impacts of the Test on Parents
Economic Impacts of the Test on Parents
Examining Findings from CLT Perspectives
Implications of the Study
Limitations of the Study
Recommendations for Future Research
Conclusion
References
24 Common Item Violations in Multiple Choice Questions in Bangladeshi Recruitment Tests
Introduction
MCQ Development
MCQ Structure
Challenges in MCQ Item Writing
Defining an MCQ Item Violation
MCQ Use in Recruitment Tests in Bangladesh
Literature Review
Analysing Common MCQ Item Violations in Bangladeshi Recruitment Tests
Stylistic Inconsistency
Grammatical Inconsistency
Unfocused Stem
Window-dressing
Negatives in the Stem and/or Options
More than One Key
No Key
None-of-the-above (NOTA) Option
All-of-the-above (AOTA) Option
Heterogeneous Options
Non-occurrent Forms
Impure Items or Mixed Content
Wrong Item with No Key
Clues to the Key
Discussion
Conclusion
Appendix I: Checklist of MCQ Item Violations to Avoid
References
Part VI Teacher Education
25 Researching and Developing Teacher Expertise in the Global South: Local and Transferable Solutions
Introduction
Localising Research: Established Exploratory Approaches
Exploratory Action Research
Exploratory Practice
Lesson Study
Expanding the Options for Exploratory Participatory Research
A Participatory Case Study of Teacher Expertise in a Southern Context
The Challenges of Conducting a Teacher Expertise Study in the Global South
Theorising Expertise Appropriately
Finding Participants for a Teacher Expertise Study
Making the Study Inclusive, Non-exploitative and Mutually Beneficial
Co-planning the Study
The Participants’ Co-authored Publication
The Findings of the PhD Study
A Model for Developing Context-Specific Expertise
Conclusion
References
26 The Professional, Pedagogical, and Personal Impacts of Being a Volunteer Teacher Trainer: Case Studies from Teachers Helping Teachers
Introduction
Literature Review
Methods
Participants
Findings and Discussion
Background
Professional Impacts
Pedagogical Impacts
Personal Impacts
Conclusion
Appendix A: Online Survey Questions
Appendix B: Interview Questions
References
27 English Language Teacher Education Amid Policy Changes in Multilingual Indonesia
Introduction
Challenges and Responses
Critical Issues
Teacher Competencies and Teacher Education
Use of Indonesian
Curriculum Changes
Assessment Washback
Integrity in the Indonesian Testing and Assessment
Conclusion
References
28 “Not Proper Teaching”: The Beliefs and Experiences of Novice Native Speaker English Language Teachers in the UK
Introduction
Commitment as a Concept
Investment
Commitment in Practice
ELT as a Profession
Teachers’ Beliefs and Teacher Education
Teachers’ Beliefs: Terminology
Teachers’ Beliefs: Widening the Perspective
The Study
Findings and Discussion
Beliefs About ELT: ELT as Easy Work and a Temporary Adventure
Beliefs About Private Sector ELT: ELT as an Industry
Beliefs About ELT: The Nature of Teacher Expertise
Conclusion
References
29 (Re)thinking Initial Teacher Education Curriculum: Toward Equitable, Crisis-Ready TESOL
Abstract
Introduction
Conceptualization of Teacher Expertise
Analysis of the Common Core of IETE
The Case Contexts
COVID-19 and Challenges of the New Normal
Methods and Data
Domains of Teacher Expertise in Practice and Their Major Concerns in IETE
General Pedagogical Knowledge (GPK)
Content/ELT Knowledge
Context Knowledge
Self-knowledge
New Aspects of Teacher Expertise Required Under the Pandemic
Challenges of Ensuring Equitable Quality Education
Planning and Preparation
Positive and Safe Class Atmosphere
Conducting an Interactive Online Lesson
Evaluation of a Lesson
Ways Forward
References
30 Closing Thoughts
Interlinks Between the Chapters
Insights Gained
Future Directions
References