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English Language Teaching and Teacher Education in East Asia
This book uncovers the challenges posed by globalization to Asian jurisdictions in English language teaching and teacher education.
Language Teaching and Learning
In every discussion on the role that language plays in our lives, every orator – from prominent politicians and corporate figures to linguists, educational experts, and others – concedes that language is important in all spheres of life. Language is both personal and introspective, as well as public and communal. Without it, we would not be able to communicate and articulate our thoughts and feelings to ourselves, to those in our inner circles, and to those in the world at large. Without it, we would not be able to establish partnerships and collaborations, and to unite peoples of diverse backgrounds and intrinsic values. Without it, too, we would not be able to learn new discoveries and...
Teaching and Learning of English in the 21st Century: Perspectives and Practices from South East Asia
Teaching and learning in the 21st century have new implications for English language education since the core focus of learning in the 21st century involves collaboration, creativity, critical thinking and communication. Re-orientation of current curriculum, syllabus and content in English language education may be required and this could be attained by creating fundamental understanding of the concepts in relation to the main skills (reading, writing, listening and speaking), as well as other elements such as professional development of teachers, assessment and technology integration. This book aims to provide and facilitate such understanding to researchers, teachers, students and parents in deliberating, examining and resolving the main issues that beleaguer and challenge everyone and anyone involved in the teaching and learning in the 21st century. This volume draws together various researches, theoretical understandings, ideas and practices that reflect the above.
ICT and ELT
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Emancipated Education
The obsession with world rankings and vocational training has turned universities into factories for the production of students and publications. Teaching plays second fiddle to research output, normally circulated within a small circle of ‘experts’ to be validated or condemned to the abyss, leading to the justifiable charge that universities are ivory towers. In Emancipated Education Dr Azhar Ibrahim’s call to reclaim the space of what he calls the educative front, as a site for emancipation, is timely and urgent. Channelling the thoughts of giants like Paulo Freire and N.F.S. Grundtvig, the book articulates the higher purpose of higher education. It serves to re-humanise the human pr...
