Routledge Glocalising Teaching English as an International Language: New Perspectives for Teaching and Teacher Education in Germany: 3 (Routledge Advances in ... English as an International Language Series)

Product Description The worldwide spread, diversification, and globalization of the English language in the course of the twentieth and early twenty-first centuries has significant implications for English Language Teaching and teacher education. We are currently witnessing a paradigm shift towards Teaching English as an International Language (TEIL) that aims to promote multilingualism and awareness of the diversity of Englishes, increase exposure to this diversity, embrace multiculturalism, and foster cross-cultural awareness. Numerous initiatives that embrace TEIL can be observed around the world, but ELT and teacher education in Germany (and other European countries) appear to be largely unaffected by this development, with standard British and American English and the monolingual native speaker (including the corresponding cultural norms) still being very much at the center of attention. The present volume addresses this gap and is the first of its kind to showcase recent initiatives that aim at introducing TEIL into ELT and teacher education in Germany, but which have applicability and impact for other countries with comparable education systems and ‘traditional’ ELT practices in the Expanding Circle. The chapters in this book provide a balanced mix of conceptual, empirical, and practical studies and offer the perspectives of the many stakeholders involved in various settings of English language education whose voices have not often been heard, i.e., students, university lecturers, trainee teachers, teacher educators, and in-service teachers. It therefore adds significantly to the limited amount of previous work on TEIL in Germany and bridges the gap between theory and practice that will not only be relevant for researchers, educators, and practitioners in English language education in Germany but other educational settings that are still unaffected by the shift towards TEIL. Review "The English language has been exported all over the world and as such, it has taken on new forms in terms of grammar, vocabulary and accent, tied to various regions, countries and societal groups within. At this point, most speakers of English are not, in fact, so-called 'natives'. This has far-reaching implications for communication with English as a lingua franca and yet, this has not caught up in EFL pedagogy to the extent it needs to. This edited book addresses this gap in the German context, and in doing so, moves beyond monolithic models such as British and American English, which themselves are actually far from unified. By bringing the Englishes - and subsequent voices and identities - of non-inner circle Englishes into the classroom, the book has the following benefits. First, it addresses the need for equality on a linguistic level, with language a proxy for identities based on ethnicity and regional origin. Second, the book helps students to approach language with more objectivity, by realising that Indian English, for example, is no less ‘logical’ than, say, standard American English, and likewise, not ‘better’ either. Finally, the implications for ‘communicative competence’ in a global world using a global language in all its varieties is addressed."---Alex Baratta, University of Manchester, UK "‘Glocalising Teaching English as an International Language’ consists of scholarly works that collectively build a solid bridge between the theory and practice of teaching EIL. Not only has this book made a theoretical contribution to the field, but it has also provided fresh ideas on how TEIL can be operationalised at the classroom level. The pedagogical principles and practices discussed by the contributors of this book are largely relevant not only to the German context, but also to many other teaching contexts where English serves as a foreign language. The balanced mix of theory, research, and practice on teaching EIL makes this edited volume a must-read for researchers, teacher-educators, and practitioners who wish