Local Research and Glocal Perspectives in English Language Teaching: Teaching in Changing Times

Foreword
Acknowledgements
Contents
Editors and Contributors
1 Introduction
	Aims of the Book
	Organization of the Book
	Part I: Socio-cultural Perspectives in ELT
	Part II: Curriculum and Materials
	Part III: Educational Technology
	Part IV: ELT Practices
	Part V: Assessment
	Part VI: Teacher Education
	Conclusion
	References
Part I Socio-cultural Perspectives in ELT
2 ELT and Development in Bangladesh: A Critical Overview
	Introduction
	Development
	Language and Development
	English for Development Discourse: Views and Counterviews
	English and Development in Bangladesh
		Socio-political and Linguistic Profile
		English, ELT and Development in Bangladesh
	Conclusion
	References
3 Students’ Uptake of Translanguaging Pedagogies and Translanguaging-Oriented Assessment in an ELT Classroom at a Bangladeshi University
	Introduction
	Literature Review
	The Study
	Results and Discussion
		Student Perspectives on Traditional ELT Classrooms
		Students’ Uptake of Translanguaging Pedagogies in an ELT Classroom
	Implications for Policy and Practices
	Conclusion
	References
4 Culture in Language Teacher Education: A South Asian Perspective
	Introduction
	Culture and Teacher Training
	Method of Inquiry
	Local Culture in the Training Curriculum
	Local Culture in the Training Practices
	Discussion
	Conclusion
	References
5 Snowflakes Versus Ice Cubes in Creative Language Use
	Introduction
	Frozen Ice Cube Creativity
	Snowflake Language Use at the Phonological/Morphological Level
	Snowflake Language Use at the Semantic Level
	Snowflake Language Use at the Syntactic Level
	Snowflake Language Use at the Cultural Level
	Conclusion
	References
Part II Curriculum and Materials
6 Economisation of the Secondary English Curriculum in Bangladesh
	Introduction
	Economisation of Education
	Data and Analytical Framework
	Findings: Discourses of Neoliberalism, Human Capital and Economisation
		Discourse of Neoliberalism
		Discourse of Human Capital
		Discourse of Economisation
	Conclusion
	References
7 Outcome-Based Living ELT Curriculum in Higher Education in Bangladesh
	Background of the Study
	Literature Review
		Living Curriculum and OBE Curriculum
		Private Universities in Bangladesh
		IQAC and OBE
		Discrepancy in the UGC-Prescribed MA in ELT Curriculum
	The Case Study
		The Programmes and Participants
		Data Collection and Analysis
	Results
	Discussion
	Conclusion
	References
8 Enacted Curriculum of Private English Kindergartens in Korea: Cases of Three Play-Based English Kindergartens in Seoul
	Introduction
	Literature Review and Background
		Early English Education in EFL Countries
		Issues Related to English Kindergartens
		Policy Enactment Theory as a Conceptual Frame
	Method
		Data Collection and Analysis
		Research Sites and Participants
	Results
		National Policy
		Institutional Policy
		Institutes’ Enactment of the Conflicting National Policies
	Discussion and Implications
	References
9 “Stories About Ourselves”: Collaboration, Teacher Development, and Creating Culturally Relevant Graded EFL Reading Materials for Bangladeshi Learners
	Introduction
		Authenticity
		Ownership
		Professional Development and Self-perceptions of Non-native English-Speaking Teachers
	Issues Relating to EFL Learners in Bangladesh: Perceived Problems, Needs, and Preferences
	The “Stories About Ourselves” Project
	Connecting the Dots
		Authenticity
		Ownership
		Professional Development and Self-perceptions of Non-native English-Speaking Teachers
	Issues Relating to EFL Learners in Bangladesh: Perceived Problems, Needs, and Preferences
	Conclusion
	References
10 The Challenges of Developing ELT Materials for Higher Secondary Schools in Bangladesh: The Case of the English Textbook
	Introduction
	English Language Materials Development in a Local Context
	English Materials Development Within the National Curriculum Framework
	2000 National Education Policy
	2010 National Education Policy
	2012 English Curriculum for Classes 11–12
	Guidelines for Textbook Writers for the Current English Textbook
	Trends in Materials Development and Evaluation
	Materials Development
	Materials Evaluation
	Methodology
		Content Analysis
		Questionnaires
		Follow-Up, Semi-structured Interviews
		Data Analysis
	Findings
		The Extent of the Match Between 2012 Curriculum Objectives and the Design of the EFT Book
		The Theoretical Approach of the Book
		The Design and Arrangement of Content and Learning Activities
		Prevalent Teaching, Learning, and Assessment Practices
	Analysis
		The Strong Exam Orientation
		The Notebook and Guidebook Culture
		The Assessment System
	Conclusion
	References
11 Rhizomatic Literacy Through Graphic Novels
	Introduction
	Theoretical Framework
	Using Graphic Novels in the Classroom
	Teaching Multiliteracy Through Graphic Novels
		The Harlem Hellfighters
		Darkroom: A Memoir in Black and White
		Creating Stories Through Graphic Novels
		Teaching History
		Teaching Language
		Identity Cultivation
	Using Graphic Novels in the Bangladeshi Context
	Use of Multimodal Texts in Materials and Assessment
	Conclusion
	References
Part III Educational Technology
12 Students’ Evolved Beliefs of TELL Constraints and Benefits: Learner Voices from an EAP Programme
	Introduction
	Methodology
		Teacher and Student Participants
		Instruments and Procedure
	Findings and Discussion
		Students’ Evolved Attitudes
		Factors that Shaped Students’ Beliefs
	Implications and Concluding Remarks
	References
13 Teacher Initiatives for Technology Integration in Higher Education in Bangladesh
	Introduction
	Literature Review
		Institutional Support
		Self-directed and Experiential Learning
		Professional Learning Communities/Networks
	Methodology
		Participants
		Data Collection and Data Analysis
	Findings
		Institutional Support for Technology Integration
		Teacher Initiatives for Learning to Integrate Technology
	Discussion
		Institutional Support for Technology Integration
		Teacher Initiatives in Learning to Integrate Technology
	Conclusion and Implications
	References
14 Wiki-Based Collaborative Writing: Undergraduate Learners’ Perspectives
	Introduction
	Wiki-Mediated Collaborative Writing
	The Present Study
	Methodology
	Findings
		The Novelty of the Online Writing Tools
		Technological and Financial Barriers
		Sociocultural Barriers
		Interaction and Performance in the Wiki
		Online Versus Onsite Collaboration/Interaction
		Learner Suggestions for Future Application of Wikis
	Discussion and Implications
	Conclusion
	References
15 Using Digital Tools to Enhance Student Engagement in Online Learning: An Action Research Study
	Introduction
	Objectives of the Study
	Literature Review
		Online Learning and Emergency Remote Teaching
		Models of Online Learning
		Key Components of Online Engagement
		Digital Technologies for Online Learning
		Related Research
	Methodology
		Context and Participants
		Description of My Action Plan
		Data Collection
		Data Analysis
	Results
		Research Question 1
		Research Question 2
	Discussion
	Implications
	Limitations of the Study
	Afterthoughts of My Action Plan
	Conclusion
	References
Part IV ELT Practices
16 Re-envisioning English Language Teaching in a Post-COVID World: Using Language Education for Sustainable Development
	Introduction
		Language Education and the SDGs
		Reimagining Language Education
	Language Education for Sustainable Development
		LESD Theory
	SCOPE Framework of LESD
	How Can LESD be Used to Re-envision Our ELT Contexts in a Post-COVID World?
	Conclusion
	References
17 Exploring Language Learning Attitudes Through Diaries
	Introduction
	Using Journals with Language Learners
	Preparing the Students
	Teaching About Motivation, Anxiety, and Willingness to Communicate
	Results
		Evaluation and Plans for the Future
	Conclusion
	Appendix
	References
18 Second Language Writing Instruction in Iran: The Status Quo and Future Research Agenda
	Introduction
	Method
	The Role of Writing in Language Instruction in the Iranian FL Context
	Writing Assessment in Iran
	Technology and Writing Instruction
	Plagiarism in Iranian Learners’ Writing
	Concluding Remarks and Future Research Agenda
	References
19 Impact of Textual Enhancement on EFL Learners’ Noticing and Acquisition of Noun and Verb Phrases
	Introduction
	Textual Enhancement and Teaching Grammar
	The Study
		Participants
		Target Forms
	Materials
		The Design
		Data Analysis
	Findings
		MCQ Reading Task Results
		Noticing Question
		Grammar Tasks
	Discussion
	Conclusion
	References
20 Disruptive Perspectives and Re-invention: Why and How for the English Learners
	Introduction
	ELT in the Present Times
	Theory of Disruptive Innovations
	Disruptive Innovation for Quality Education
	Learning-to-learn
	Competency-Based Learning
	Disruptive Practices and Reinventing
	Equity Through Disruptive Practices in ESL Learning
	Conclusion
	References
Part V Assessment
21 Practical Applications of Learning-Oriented Assessment (LOA)
	The Precursor to LOA: Assessment of, for and as Learning
		Assessment of Learning (AoL)
		Assessment for Learning (AfL)
		Assessment as Learning (AaL)
	Learning-Oriented Assessment
	Implementing LOA in the Classroom
		Before the Assessment
		During the Assessment
		After the Assessment
	Criticisms of LOA
		Negative Backwash
		Too Much Testing
		Teaching to the Test
		Ineffectiveness of Feedback
		Teachers’ Lack of Assessment Literacy
	Implications of LOA
	Conclusion
	References
22 Exploring Assessment Literacy of Tertiary-Level Teachers in Bangladesh
	Introduction
	Review of Literature
	Methodology
		Participants and Instruments
		Data Analysis
	Findings and Discussion
		Understanding of Assessment
		Training on Assessment
		Training on Test Administration
		Test Construction
		Marking Examination Scripts
	Conclusion and Recommendations
	References
23 Impact of a National English as a Foreign Language Test on Parents in Nepal
	Introduction
	Empirical Background to the Study
	Theoretical Framework for the Study
	The Study
		Participants
		Data Collection
		Research Ethics
		Data Analysis
	Findings and Discussion
		Psychological Impacts of the Test on Parents
		Social Impacts of the Test on Parents
		Economic Impacts of the Test on Parents
	Examining Findings from CLT Perspectives
	Implications of the Study
	Limitations of the Study
	Recommendations for Future Research
	Conclusion
	References
24 Common Item Violations in Multiple Choice Questions in Bangladeshi Recruitment Tests
	Introduction
	MCQ Development
		MCQ Structure
		Challenges in MCQ Item Writing
	Defining an MCQ Item Violation
	MCQ Use in Recruitment Tests in Bangladesh
	Literature Review
	Analysing Common MCQ Item Violations in Bangladeshi Recruitment Tests
		Stylistic Inconsistency
		Grammatical Inconsistency
		Unfocused Stem
		Window-dressing
		Negatives in the Stem and/or Options
		More than One Key
		No Key
		None-of-the-above (NOTA) Option
		All-of-the-above (AOTA) Option
		Heterogeneous Options
		Non-occurrent Forms
		Impure Items or Mixed Content
		Wrong Item with No Key
		Clues to the Key
	Discussion
	Conclusion
	Appendix I: Checklist of MCQ Item Violations to Avoid
	References
Part VI Teacher Education
25 Researching and Developing Teacher Expertise in the Global South: Local and Transferable Solutions
	Introduction
	Localising Research: Established Exploratory Approaches
		Exploratory Action Research
		Exploratory Practice
		Lesson Study
	Expanding the Options for Exploratory Participatory Research
	A Participatory Case Study of Teacher Expertise in a Southern Context
		The Challenges of Conducting a Teacher Expertise Study in the Global South
		Theorising Expertise Appropriately
		Finding Participants for a Teacher Expertise Study
		Making the Study Inclusive, Non-exploitative and Mutually Beneficial
		Co-planning the Study
		The Participants’ Co-authored Publication
		The Findings of the PhD Study
	A Model for Developing Context-Specific Expertise
	Conclusion
	References
26 The Professional, Pedagogical, and Personal Impacts of Being a Volunteer Teacher Trainer: Case Studies from Teachers Helping Teachers
	Introduction
	Literature Review
	Methods
		Participants
	Findings and Discussion
		Background
		Professional Impacts
		Pedagogical Impacts
		Personal Impacts
	Conclusion
	Appendix A: Online Survey Questions
	Appendix B: Interview Questions
	References
27 English Language Teacher Education Amid Policy Changes in Multilingual Indonesia
	Introduction
	Challenges and Responses
	Critical Issues
		Teacher Competencies and Teacher Education
		Use of Indonesian
		Curriculum Changes
		Assessment Washback
		Integrity in the Indonesian Testing and Assessment
	Conclusion
	References
28 “Not Proper Teaching”: The Beliefs and Experiences of Novice Native Speaker English Language Teachers in the UK
	Introduction
		Commitment as a Concept
		Investment
		Commitment in Practice
		ELT as a Profession
	Teachers’ Beliefs and Teacher Education
		Teachers’ Beliefs: Terminology
		Teachers’ Beliefs: Widening the Perspective
	The Study
	Findings and Discussion
		Beliefs About ELT: ELT as Easy Work and a Temporary Adventure
		Beliefs About Private Sector ELT: ELT as an Industry
		Beliefs About ELT: The Nature of Teacher Expertise
	Conclusion
	References
29 (Re)thinking Initial Teacher Education Curriculum: Toward Equitable, Crisis-Ready TESOL
	Abstract
	Introduction
	Conceptualization of Teacher Expertise
	Analysis of the Common Core of IETE
		The Case Contexts
	COVID-19 and Challenges of the New Normal
	Methods and Data
	Domains of Teacher Expertise in Practice and Their Major Concerns in IETE
		General Pedagogical Knowledge (GPK)
		Content/ELT Knowledge
		Context Knowledge
		Self-knowledge
	New Aspects of Teacher Expertise Required Under the Pandemic
	Challenges of Ensuring Equitable Quality Education
		Planning and Preparation
		Positive and Safe Class Atmosphere
		Conducting an Interactive Online Lesson
		Evaluation of a Lesson
	Ways Forward
	References
30 Closing Thoughts
	Interlinks Between the Chapters
		Insights Gained
	Future Directions
	References