International perspectives on diversity in ELT
著者
書誌事項
International perspectives on diversity in ELT
(International perspectives on English language teaching)
Palgrave Macmillan, c2021
大学図書館所蔵 全3件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
This edited book provides professionals in the field of English Language Teaching (ELT) with a situated and culturally-responsive account of diversity and inclusion in English language education, from primary to higher education and in a wide range of settings. The volume focuses on three overlapping areas: interculturality, special education needs, and gender. The chapters in each section seek to help readers reflect on the opportunities and challenges of diversity as a step towards inclusive practices, and raise awareness of critical topics across the curriculum and beyond by engaging in wider social issues. This book will be of interest to language teachers and teacher trainers, as well as scholars working in applied linguistics, higher education, intercultural studies, and related fields.
目次
Chapter 1: Introduction: Diversity in ELT (Mercedes Perez Berbain, Dario Luis Banegas and Griselda Beacon).- Section 1: Interculturality.- Chapter 2: Beyond Intercultural Awareness in ELT (Melina Porto and Javier Arguiano).- Chapter 3: Promoting Understanding of Diversity by Taking a Critical Intercultural Stance (Carlo Granados-Beltran).- Chapter 4: Fostering Intercultural Learning Experiences in the ESL/EFL Classroom (Darren K. LaScotte and Bethany D. Peters).- Chapter 5: "Let's Play 'Sok Says', Not 'Simon Says'": Evaluating the International and Intercultural Orientation of ELT Materials for Cambodian Secondary Schools (Roby Marlina).- Chapter 6: Task Typologies for Cultural Diversity: The Queer Case of LGBTIQ* Issues in English Language Teaching (Thorsten Merse).- Section 2: Gender.- Chapter 7: Deheteronormalising the EFL Classroom: Teachers' Beliefs, Doubts, and Insecurities in Exploring Sexual Identities in Cyprus (Dimitris Evripidou).- Chapter 8: Exploring the Role of Teacher Talk in the Gender Identity Construction of Filipino Children (Rafaella R. Potestades).- Chapter 9: Gender Barriers and Conflict in ELT in Japanese Universities (Tanja McCandie).- Chapter 10: Supporting In-service Teachers for Embracing Comprehensive Sexuality Education in the ELT Classroom (Paola Cossu, Gabriela Brun and Dario Luis Banegas).- Chapter 11: Preparing Pre-service Teachers for the Singular They: Inclusive EFL Teacher Education (Carolyn Blume).- Section 3: Special Education Needs.- Chapter 12: The 5-Dimensional Model: A Finnish Approach to Differentiation (Anssi Roiha and Jerker Polso).- Chapter 13: Uncovering Diverse Perspectives and Responses to Working with English Learners with Special Educational Needs (Robert J. Lowe, Matthew Y. Schaefer and Matthew W. Turner).- Chapter 14: Dyslexia and its Role in the Teaching Reform in China (Stuart Perrin).- Chapter 15: A Challenge, a Must, an Adventure: English as a Foreign Language for Deaf and Hard of Hearing Students (Ewa Domagala-Zysk and Anna Podlewska).- Chapter 16: English Language Teacher Educators' Knowledge and Classroom Practices of ADHD (Nese Cabaroglu and Merve Tohma).- Chapter 17: Diversity in ELT: Present and Future (Griselda Beacon, Mercedes Perez Berbain and Dario Luis Banegas).
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