Research on Teaching and Learning English in Under-Resourced Contexts

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of Tables
Acknowledgments
List of Contributors
1. Introduction
2. What Do We Mean by Under-Resourced Context?
PART 1: Policy Connections
3. Cambodia Language-in-Education Policy in the Context of ASEAN Economic Integration and the Internationalization of Higher Education
4. The Evolution of English as a Medium of Instruction in Vietnamese Tertiary EFL: Challenges, Strategies, and Possibilities
5. Access to English, Schooling Background, and Habitus: Evidence from Pakistani Graduate Students
6. Appropriation of Colombian ELT Policy in a Targeted School: The Creation of an “Elite” Yet Still Needy School in the Public Education System
PART II: Preparation of Teachers
7. What Challenges Do Novice EFL Teachers Face in Under-Resourced Contexts in Turkey? An Exploratory Study
8. English Language Teacher Associations and the Exclusivity of Professional Development: A Rwandan Case Study
9. Vietnamese Primary English Teachers’ Cognition and Assessment Practices: A Sociocultural Perspective
10. Training Native and Non-Native English-Speaking Teachers: Task-Based Language Teaching in Honduras
PART III: Practice Insights
11. Stories as Innovation in English Language Teaching in Uganda
12. “They Can Be Anywhere Someday”: Integrating Culture in Indonesian EFL Classrooms
13. Working for Social Justice in a Marginalized Colombian English Teaching Classroom
14. The Affordances of Translanguaging as a Pedagogical Resource for Multilingual English Language Classrooms in Malaysia
15. Readiness to Listen to Various Accents in an Asian English as a Lingua Franca Context in Thailand
Index