Ebook: International Handbook of English Language Teaching

This two-volume handbook provides a comprehensive examination of policy, practice, research, and theory related to English language teaching (ELT) in international contexts. Nearly 70 chapters highlight the research foundation for the best practices, frameworks for policy decisions, and areas of consensus and controversy in the teaching and development of English as a second and/or additional language for kindergarten through to adult speakers of languages other than English. In doing so it problematizes traditional dichotomies and challenges the very terms that provide the traditional foundations of the field. A wide range of terms has been used to refer to the key players involved in the teaching and learning of the English language and to the enterprise of English language teaching as a whole. At various times and in different contexts, the following labels have been used in countries where English is the dominant language to describe programs, learners, or teachers of Enghsh: English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), and English language learners (ELL). In contexts where EngUsh is not the dominant language, the following terms have been used: English as a foreign language (EFL), English as an international language (EIL), and English as a lingua franca (ELF).

The spread of English as a global language is well documented. In countries around the world, English has replaced other languages as the second language taught most frequently and intensively in school.

These trends are escalating and have not yet reached their peak. Increasing demand for English language teaching is also evident among adult learners.

All of this means that this two volume handbook is a real boon as it provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts.

More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy.

The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching.

It offers a strongly socio-cultural view of language learning and teaching. It is comprehensive and global in perspective with a range of fresh new voices in English language teaching research.