English Language Education Policies and Practices in the Mediterranean Countries and Beyond
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Bilingual Education, Study Aids, ESL, Foreign Languages
| Author: | Yasemin Bayyurt, Nicos C. Sifakis | ISBN: | 9783631714195 |
| Publisher: | Peter Lang | Publication: | June 8, 2017 |
| Imprint: | Peter Lang GmbH, Internationaler Verlag der Wissenschaften | Language: | English |
| Author: | Yasemin Bayyurt, Nicos C. Sifakis |
| ISBN: | 9783631714195 |
| Publisher: | Peter Lang |
| Publication: | June 8, 2017 |
| Imprint: | Peter Lang GmbH, Internationaler Verlag der Wissenschaften |
| Language: | English |
This edited volume seeks ways to present a unifying picture of TESOL policies and practices from different contexts in the broader Mediterranean basin and beyond. The book is divided into three major sections: (i) English language education; (ii) English language teacher education and recruitment policy; (iii) English language testing policies and practices in different contexts. Each chapter has a different research focus (e.g., CLIL, English as an international lingua franca in education, English for specific purposes, etc.), but aims at drawing informed and balanced conclusions with regard to a series of TESOL concerns. Essentially, what this volume provides, and what makes it unique as an edited publication in the field of ESOL education, is a principled awareness of the need to communicate research in one specific domain of teaching and learning to a broader area of ESOL education that is not necessarily delimited by familiar educational practices but can be generalized for other contexts as well.
This edited volume seeks ways to present a unifying picture of TESOL policies and practices from different contexts in the broader Mediterranean basin and beyond. The book is divided into three major sections: (i) English language education; (ii) English language teacher education and recruitment policy; (iii) English language testing policies and practices in different contexts. Each chapter has a different research focus (e.g., CLIL, English as an international lingua franca in education, English for specific purposes, etc.), but aims at drawing informed and balanced conclusions with regard to a series of TESOL concerns. Essentially, what this volume provides, and what makes it unique as an edited publication in the field of ESOL education, is a principled awareness of the need to communicate research in one specific domain of teaching and learning to a broader area of ESOL education that is not necessarily delimited by familiar educational practices but can be generalized for other contexts as well.
