English as an International Language Education Critical Intercultural Literacy Perspectives /
| Corporate Author: | |
|---|---|
| Other Authors: | , |
| Summary: | XXVI, 525 p. 1 illus. text |
| Language: | English |
| Published: |
Cham :
Springer International Publishing : Imprint: Springer,
2023.
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| Edition: | 1st ed. 2023. |
| Series: | English Language Education,
33 |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/978-3-031-34702-3 |
| Format: | Electronic Book |
Table of Contents:
- Chapter 1: (De)Coloniality, Indigeneity and the Cultural Politics of English as an International Language: A Quest for then‘Third Space’
- Part I: Intercultural Literacy in EIL Education: Towards a Post-Native Speakerist Approach
- Chapter 2: Critical Intercultural Language Teaching: Moving from Beliefs to Instructional Practices in EFL Classrooms
- Chapter 3: Promoting Intercultural Critical Literacy among Moroccan University Students through Online International Collaborative Education
- Chapter 4: The Transformation of an English User into an Intercultural English User
- Part II: Fostering a Culturally Responsive Pedagogy in Teacher Education
- Chapter 5: (En)Countering the ‘White’ Gaze: Native-speakerist Rhetorics and the Raciolinguistics of Hegemony
- Chapter 6: “I Wasn’t Good Enough through Their Eyes”:White Dominance and Conceptions of the “Good Teacher” in Teacher Education in Canada
- Chapter 7: Sensitising Teachers to Prejudices in Representations of Indigenous Peoples in EFL Textbooks
- Chapter 8: Building on and Sustaining Multilingual Children’s Cultural and Linguistic Assets in Superdiverse Early Childhood Education
- Chapter 9: Challenging Invisibility in a Privileged Discourse Space: Culturally and Linguistically Inclusive University Teaching
- Chapter 10: Teacher – Culture – Pluri: An International Initiative to Develop Open Educational Resources for Pluralistic Teaching in FL Teacher Education
- Chapter 11: Teachers’ Perceptions of Cultural Otherness in Sri Lanka:Bridging the Gap in ELT Interculturality
- Chapter 12: Pre-service Teachers’ Difficulty Understanding English as a Lingua Franca for Intercultural Awareness Development
- Chapter 13: Re-envisioning EIL-informed TESOL Teacher-Education Curriculum
- Part III: Intercultural Communication, EIL Education and Diversity Management
- Chapter 14: Health Communication in Pakistan: Establishing Trust in Networked Multilingualism
- Chapter 15: Cultural Competency as a Critical Component of Quality Public Administration Services: A Model for Leading Multicultural Teams
- Chapter 16: Novice Multilingual Writers Learning to Write and Publish: An Intercultural Perspective
- Part IV: Intercultural Literacy Assessment in EIL Education
- Chapter 17: Assessing Perspectives on Culture in Saudi EFL Textbook Discourse
- Chapter 18: Gender and Visual Representation in Moroccan ELT Textbook Discourse
- Chapter 19: The Impact of English Proficiency on the Sociocultural and Academic Adaptation of Chinese Students in Short-term Exchange Programs: The Mediating Effects of Cultural Intelligence
- Part V: Decolonising Minds, Discourses and Practices
- Chapter 20: The Struggle to DecolonizeEnglish in School Curricula
- Chapter 21: Coloniality, Interculturality, and Modes of Arguing
- Chapter 22: Reconstructing Educational Administration and Leadership Language and Concepts for Teaching in the Arabian Gulf: Critical, Hermeneutic and Postcolonial Dimensions of Decolonising Curriculum
- Chapter 23: “She is not a Normal Teacher of English”: Photovoice as a Decolonial Method to Study Queer Teacher Identity in Vietnam’s English Language Teaching
- Chapter 24: Teaching EIL as a Tool of Social and Ideological Manipulation in South Korea: Does School and Student Socioeconomic Status Matter?
- Chapter 25: Intercultural Competence – a Never-ending Journey
- Chapter 26: Redefining EIL through Embracing Transcultural Ways of Knowing: Challenges, Opportunities, and Future Directions.