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Developing Global Competence in World Language Education
This book presents a four-step framework to help English as a world language (EWL) learners successfully develop global competence, which is defined as the skills, values, and behaviors that prepare young people to thrive in diverse environments. The book showcases practical methods and strategies supported by autoethnography and empirical studies to detail the four elements of the framework towards developing global competence: English language proficiency, cross-cultural knowledge, adopting flexibility in oral communication, and embracing values beyond our horizons. While the English language and culture provide essential input for effective communication, developing flexibility in communication styles and viewing conflict as an opportunity for growth can help L2 learners navigate intercultural encounters more effectively and achieve cross-cultural adaptation. This text will be beneficial to language learners, intercultural communication majors, researchers, and educators in TESOL/EFL/ESL programs, as well as in-service teachers of English language learners (ELLs).
Students’ Narrative Journeys in Learning Communities: Mapping Landscapes of Practice
Students’ Narrative Journeys in Learning Communities: Mapping Landscapes of Practice by Daniel Hooper offers a unique exploration into how students navigate the often challenging transitions within English education in Japan. Drawing on nearly two decades of teaching experience and detailed research, Hooper dives deep into the complexities of student experiences in self-access learning centers (SALCs) and foreign language classrooms. The book spotlights the narratives of three students, Kei, Sara, and Tenka, whose stories illuminate the diverse ways learners adapt to new environments and reshape their identities as language learners. This volume bridges the gap between academic theory and ...
From Student to Community Leader: A Guide for Autonomy-Supportive Leadership Development
This book provides a guide for autonomy-supportive leadership training, which is not limited to language learning but can be applied to any field where learners become empowered leaders. The principles and activities featured in this book aim to foster and sustain student-led learning communities that prioritize learners’ well-being, ensure everyone's voice is heard, and build a positive emotional climate conducive to learning. The authors believe that autonomy-supportive leadership training sets a positive cycle in motion, empowering student leaders in the present and continuing to inspire future generations of learners. Who is this book for? The book aims at anyone striving to facilitate...
Women's Empowerment for a Sustainable Future
This edited volume focuses on women’s empowerment for a sustainable future. It takes cultural and transcultural and positive psychology perspectives into consideration and explores the topic of women’s empowerment from diverse stances, across social strata, cultural divides as well as economic and political divisions. It addresses the critique of the overly Western focus of positive psychology on this topic by adopting a transnational and transcultural lens, and by taking non-WEIRD (Western, Educated, Industrialized, Rich, Democratic) samples into in-depth consideration. The chapters therefore focus on women from diverse socio-cultural, political, socio-economic backgrounds and discuss t...
Adaptive Leadership in a Global Economy
With the entire world experiencing the global pandemic and its aftermath, VUCA (Volatile, Uncertain, Complex, and Ambiguous) conditions have never been more extreme and the need for adaptive leadership never more urgent. But how is adaptive leadership applied outside Western cultures? How can it be taught through leadership development programs? Which tools enhance its practice and its teaching? How does adaptive leadership relate to other key theories and practices? This volume answers these questions and more as it illustrates how adaptive leadership practices address some of the world’s most pressing challenges-political and cultural division, remote work, crisis management-across a var...
Proceedings of IAC in Budapest 2018
International Academic Conference on Global Education, Teaching and Learning and International Academic Conference on Management, Economics, Business and Marketing and International Academic Conference on Engineering, Transport, IT and Artificial Intelligence Budapest, Hungary 2018 (IAC-GETL + IAC-MEBM + IAC-ETITAI), August 17 - 18, 2018
Understanding Japanese University English Teachers' Experiences as Collaborative Leaders
"In traditional Japanese educational settings, teachers are viewed as the ultimate authority in their classrooms. This top-down leadership perception results in teacher-controlled instruction in Japanese EFL (English as a Foreign Language) class settings. Previous studies suggest that teacher-controlled instruction is not conducive to fostering competent English speakers. Thus, this study attempts to investigate Japanese university EFL teachers' leadership identity and its impact on their pedagogical and classroom management strategies. The study was guided by the central research question: How do Japanese university EFL teachers who identify as collaborative leaders describe their teaching ...
Leaderful Classroom Pedagogy Through an Interdisciplinary Lens
This book focuses on the impact of teachers’ leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students. The interdisciplinary aspect of the book appeals to a wide range of readers from different disciplines and gives readers the opportunity to take a moment and reflect on their leadership identity, recognize the limitations of their practices, and adopt a leaderful pedagogy in their respective disciplines. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book demonstrates how to accomplish this mission both in theory and practice.
Collaborative Leadership Through Leaderful Classroom Practices
One of the objectives of this book is to question whether my perceptions concerning language education align with the notion of providing students with open, democratic, and participatory educational environments. Furthermore, the book also intends to delve deeper into the pedagogical implications of leadership based on power and authority in the language classroom. Leadership is no longer about information sharing and decision-making. It is about listening intently and being open to learning from others, even when those others are meant to be your students. Given that language learning is a collaborative endeavor, where two or more people need to interact with one another so that some learn...
The Museum of Turkish and Islamic Arts
"This album presents the best samples from among a large inventory of forty thousand pieces of Islamic art in the The Museum of Turkish and Islamic Arts in Istanbul, Turkey, that represent not only Seljuk and Ottoman empires but also Umayyads, Abbasids, Andalusia, Safavid Empire, and other Muslim states and civilisations across North Africa and Caucasia." -- From Book Dust Jacket.
