Critical Views on Teaching and Learning English Around the Globe

Qualitative Research Approaches

Edited by:
José Aldemar Álvarez V., Universidad del Valle, Colombia
Cathy Amanti, Georgia State University
Shireen Keyl, Utah State University
Erin Mackinney, Roosevelt University

A volume in the series: Research in Second Language Learning. Editor(s): Bogum Yoon, State University of New York at Binghamton.

Published 2016

This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include

- its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning

- its inclusion of the experiences of students and educators in both core and non-core English-speaking countries

- its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas

Of particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods.

“As a scholar and educator who has consistently explored the social implications of the teaching and learning of English, I applaud this book’s concern with documenting the previously unheard voices of language learners and teachers around the world. The book is unique in the manner in which it focuses on the everyday experiences of marginalized English teachers and learners in various contexts around the globe. It also is unique in the manner in which it brings together researchers, teachers and learners to qualitatively investigate a great diversity of local language learning contexts. This book is a must read for anyone concerned with the current spread of English and its implications for individuals not typically foregrounded in language learning and teaching research.”
Dr. Sandra Lee McKay, Professor Emeritus, San Francisco State University, USA

Preface. English Around the Globe and Translocal Flows, José Aldemar Álvarez V. PART I ENGLISH LANGUAGE USERS AND IDENTITY POSITIONINGS. Framing Learners’ Identity Through Semiotic Designs on Social Net-working Sites for Language Learning, José Aldemar Álvarez V. “I Translate Everything in My Head”: Maintaining Bilingualism in a U.S. Middle School, Erin Mackinney. The Role of the EFL Classroom in Maintaining Multilingual Identities: Issues and Considerations in Sør-Trøndelag Public Schools, Anna Krulatz and Eivind Nessa Torgersen. Language Learning Perspectives and Experiences of Black English Speaking Stakeholders in the Community of Flowers Bay, Roatan, Honduras, Carla McNelly. PART II LANGUAGE IDEOLOGIES, HIERARCHIES, AND SOCIAL PRACTICE. “What! You Don’t Know English?”: Producing, Reproducing, and Resisting Dominant English Ideologies in a Mexican High School, Cathy Amanti. “They Just Have the ‘Foreigner Face’”: Ideologies of Ethnicity, Nationality, Native-Speakerism, and English in Taiwan, Charles Brown. Legacies of Language Ideology in Alaska, Jennifer Stone. English, Arabic, and “Good Teaching”: How Language Ideologies Shape L2 Teachers’ Discourses About Teaching and Learning, Thomas Deus. PART III ENGLISH, NGOS, AND DEVELOPMENT. Learning English in the Margins: Migrant Worker Knowledge Production in Beirut’s NGO Spaces, Shireen Keyl. “I Cannot Stay Idle in This Commu-nity”: Translocal Investments in ELT for Refugee Resettlement, Katherine Silvester. A Pedagogy of Enthusiasm: A Critical View of English- Language Voluntourism, Cora Jakubiak. Concluding Commentary, Cathy Amanti. About the Editors.