English Language Teaching: Policy and Practice across the European Union (English Language Teaching: Theory, Research and Pedagogy)

Acknowledgements
Praise for English Language Teaching
Contents
Editor and Contributors
List of Figures
List of Tables
Part I Exploring the Impact of ELT Policies on EU Classrooms
1 English Language Teaching in the EU: An Introduction
	Background
	The Organization of the Volume
	References
2 Teaching and Learning English in the European Union: A Research Review
	Introduction
	Research Questions
	Literature Review
		Englishization, English as Medium of Instruction and Content and Language Integrated Learning
		Multilingualism and Plurilingualism
	Methodology
		Data Collection
		Data Analysis
	Findings
		Key Benefits of Teaching and Learning English in the HEIs in EU
		Challenges of Teaching and Learning English in the HEIs in EU
	Discussion
		Ways to Further Strengthen English Teaching in the Existing Curriculum
		Teacher Training
		Conceptual Frameworks and Future Research
	Conclusion
	Appendix 1
	References
3 Current Perspectives in the Multilingual EFL Classroom: A Portuguese Case Study
	Introduction
	Theoretical Framework
	Research Questions
	Methodology
	Results and Discussion
		Research Question 1: EFL Teachers’ and Learners’ Multilingual and Multicultural Classroom and School Contexts
		Research Question 2: EFL Teachers’ Experiences, Attitudes and Awareness of Language Teaching Policies, Use of Classroom Materials, Teaching Strategies and their Learners’ Contact with the Language
		Research Question 3: EFL Teen and Young Learners’ Attitudes Towards their English Language Learning Experience, Learning Preferences and Use of English in and Outside the Classroom
	Implications of the Findings for the Context
	Conclusion
	References
4 Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review
	Introduction
	Theoretical Framework
		Language-in-Education Planning
		Linguistic Imperialism
	Methodology
	Findings from the Literature
		Historical Context of Language Planning in Poland
		Russian Language
		From Russian to English
		English as the Door to the Western World
		Current Status of English Language Teacher Education in Poland
	Discussion
		Shifting Paradigms
	Conclusion
	References
5 Mother Tongue Support as a Scaffold to English Language Proficiency: An Ideological Analysis of a Belgian International School’s Language Policy
	Introduction
	International Schools and Language Policy
		International Schools and the International Baccalaureate
		Language Policy and Multilingualism in (International) Education
	Context, Research Questions and Methodology
		The Ethnographic Context
		Data Collection: Linguistic Ethnography
		Data Analysis
	Results and Discussion
		EMI and English as an Additional Language in the School’s Official Language Policy
		The School’s Language (Education) Policy and Mother Tongue Support
		Ideological Reconciliation of EMI with Multilingual Diversity in Everyday Practice
	Implications for the Context and Recommendations
	Conclusion
	References
6 “British English” or “American English”? Investigating Austrian English Language Students’ Choice of a Model Accent
	Introduction
	Literature Review
		Geo-political Criteria
		Linguistic Criteria
		Pedagogical Criteria
		Socio-psychological Criteria
	The Present Study
		Research Questions
		Methodology
	Findings
		Decision Difficulty
		Default Option
		Other Pronunciation Models
	Discussion
	Pedagogical Implications of the Findings
	Conclusion
	References
7 How Discourses Shape Teacher Identity: Evidence from EFL Teachers in Spain
	Introduction
	Literature Review
		Relationships Between Teacher Identity, Life Stories and Discourses
		Uncovering Teacher Identity Through Teacher Life Stories
		The Role of Language in Shaping and Understanding Teacher Identity
	Research Questions
	Methodology
		English Language Teaching in Spain
		Research Participants
		Capturing the Teacher Stories in Interviews
		Analyzing the Teacher Stories: Use of Gee’s (2011) Toolbox
		Recognizing Researcher Positionality and Maximizing Reliability and Validity
	Findings and Discussion
		Entering, Moving Around and Leaving ELT
		Restrictions on Teaching: Current and Past Experiences
		Professionalism
	Conclusion and Implications for the Context
	References
Part II Exploring Challenges and Practices in Primary Education
8 Benefits and Challenges of Learning and Teaching English: The Case of Student Teachers in France
	Introduction
	Background to Foreign Language Teaching in French Primary Schools
	The Present Situation
	Challenges: Language Proficiency
	Overcoming the Hurdles
		Undergraduate Introduction to Teaching and Education
		English Language and English Methodology Lessons at the Teacher Training Institute of Limoges
		Student Placements Abroad
	Implications of the Findings for the Context
	Conclusion
	References
9 How Do ADHD-Type Behaviours Affect Language Learning? Voices of In-Service EFL Teachers in Poland
	Introduction
	Theoretical Framework
		Characteristics and Manifestations of ADHD
		How ADHD Characteristics Influence L2 Skills
	Research Questions
	Methodology
		Participants
		Data Collection
		Data Analysis
	Results and Discussion
	Implications of the Findings for the Context
		The Student Experiencing ADHD-Type Behaviours May Struggle to Learn EFL
		ADHD-Type Behaviours May Affect Language Classroom Dynamics
	Conclusion
	References
10 Building Young Learners’ Plurilingual and Pluricultural Repertoire: An Analysis of EFL Textbooks’ Speaking Activities
	Introduction
	Theoretical Framework
		Plurilingualism in Europe
		The CEFR and Plurilingual and Pluricultural Competence (PPC)
		Intercultural Communication in EFL
	Research Questions
	Methodology
		Sample
		The Context of La Rioja
		Data Analysis and Management
	Results and Discussion
	Conclusion and Implications for the Context
	References
11 Supplementing Reading in EFL at Primary School Level in the Czech Republic
	Introduction
	Theoretical Framework
	Research Questions
	Methodology
	Results and Discussion
		How is Reading Presented in Coursebooks Intended for Primary-Level Pupils?
		What is the Attitude of Young Learners to Free Voluntary Reading in Czech?
		Magazine Jump
		Picture Book
	Implications of the Findings for the Context
	Conclusion
	References
Part III Exploring Pedagogic Practices and Models in Secondary and Tertiary Education
12 Instructed EFL Learning in Austria, France, and Sweden: Hearing Teachers’ Voices
	Introduction
	A Categorization of Teaching Practices
	Intra- and Extramural English in Austria, France, and Sweden
		English Instruction Per Country
		Extramural English Per Country
	Research Questions
	Methodology
		Recruitment and Participants
		The Interviews
		Data Analysis
	Results and Discussion
		The Focus in ELT
		Incidental Versus Planned Grammar Teaching
	Implications of the Findings for the Context
	Conclusion
	References
13 Integrating Foreign Language Vocabulary Research into the Curriculum: Extensive Video Viewing in the University Classroom
	Theoretical Framework
	Methodology
		Participants
		Research Design
		Instruments and Procedure
		Analysis
	Results
	Implications of the Findings
	Conclusion
	Appendix 1: Contributing Materials
	References
14 On Corpus-Based Contrastive Linguistics and Language Pedagogy: Reimagining Applications for Contemporary English Language Teaching
	Introduction
	Contrastive Analysis and Language Pedagogy: Historical Perspectives and Contemporary Practices
	Towards a Reapplication of Corpus-Based Contrastive Linguistics in ELT: Theoretical Synergies and Pedagogical Affordances
		Corpus-Based Contrastive Linguistics for ELT: The Multilingual, the Multicultural, and the Specialised
		Towards a Contrastive Linguistics-English Language Teaching Dialectic
	Corpus-Based Contrastive Linguistics for ELT: Future Directions in Research and Practice
	References
15 Teaching Form in the Action-Oriented Classroom: Can-Do!
	Introduction
	Grammar Through the Prism of UBL
		Embodiment
		Construal
		Frequency
	What UBL can—and Cannot—Contribute to FLT
	Operationalising UBL in the Action-Oriented Classroom
	Conclusion
	References
Part IV Exploring Broad Applications of Technology-Enhanced Teaching and Learning
16 English Language Teachers’ Attitudes Towards Computer-Assisted Language Learning: SWOT Analysis in Spain
	Introduction
	Technology Integration in English Language Education in Spain
	Methodology
		Research Design
		Teachers
		Instrumentation
	Findings and Discussion
	Conclusion
	References
17 ICT Training of Pre-service Bilingual Teachers: Present, Past, and Future Needs
	Introduction
	Research Questions
	Methodology
		Research Design
		Participants
		Instrument Design and Analysis Procedures
	Results and Discussion
		Section 1: WILL
		Section 2: SKILL
		Section 3: TOOLS
		Section 4: PEDAGOGY
	Conclusions
	Appendix 1: Demographic and Educational Data
	References
18 The Effects of Virtual Classroom Instruction: The Pre-service Teacher Preparation Program at the University of Ljubljana
	Introduction
	The Initial Teacher Training Design
		The COVID-19 Lockdown Effects on ITT
		Strengthening Theory/Practice Connections via the Methodological Design of the Pre-service Teacher Preparation Program
		Changes in Conceptualizing the Knowledge Base of Language Teaching
		Changes in Conceptualizing the Nature of Teacher Learning
	The Practicum: The Interplay of Practice and Theory
	Study Aims and Research Questions
	Methodology
	Results and Discussion
		Results and Analysis of the Online Survey
		Results and Analysis of the Survey After the TP
		Results and Analysis of Reflective Essays
	Discussion and Implications for the Context
	Conclusion
	Appendix 1: Summary of Survey Results
	References
19 Perspectives on the Shift to Online Learning in Private English Language Centers in Greece
	Historical Overview
		Greek and English as a Lingua Franca
		English Language Teachers in Greece
	Research Questions
	Technology at English Language Centers Prior to the COVID-19 Pandemic
		Publishing Houses
		Changing Times and Surveys to ELC Owners and English Language Teachers
	Methodology
		ELC Owners’ Perspectives
		EL Teacher’s Perspectives
		Technology at English Language Centers During the COVID-19 Pandemic
		The Future of Technology in ELCs
	Conclusion
	Appendix 1: School Owners Survey
	Appendix 2: English Language Teachers Survey
	Appendix 3: School Owners Interviews
	Appendix 4: EL Teachers
	References
Correction to: English Language Teaching
	Correction to:  L. McCallum (ed.), English Language Teaching, English Language Teaching: Theory, Research and Pedagogy, https://doi.org/10.1007/978-981-19-2152-0
Author Index
Subject Index