International perspectives on diversity in ELT / Darío Luis Banegas, Griselda Beacon, Mercedes Pérez Berbain, editors.
Banegas, Darío Luis, editor.; Beacon, Griselda, editor.; Berbain, Mercedes Pérez, editor.
2021
PE1128.A2 I58 2021
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Title International perspectives on diversity in ELT / Darío Luis Banegas, Griselda Beacon, Mercedes Pérez Berbain, editors.
ISBN 9783030749811 (electronic bk.)
3030749819 (electronic bk.)
9783030749804
3030749800
DOI https://doi.org/10.1007/978-3-030-74981-1
Published Cham : Palgrave Macmillan, [2021]
Copyright ©2021
Language English
Description 1 online resource : illustrations (some color)
Item Number 10.1007/978-3-030-74981-1 doi
Call Number PE1128.A2 I58 2021
Dewey Decimal Classification 428.0071
418.0071
Summary This edited book provides professionals in the field of English Language Teaching (ELT) with a situated and culturally-responsive account of diversity and inclusion in English language education, from primary to higher education and in a wide range of settings. The volume focuses on three overlapping areas: interculturality, special education needs, and gender. The chapters in each section seek to help readers reflect on the opportunities and challenges of diversity as a step towards inclusive practices, and raise awareness of critical topics across the curriculum and beyond by engaging in wider social issues. This book will be of interest to language teachers and teacher trainers, as well as scholars working in applied linguistics, higher education, intercultural studies, and related fields. Dario Luis Banegas is a Lecturer in TESOL in the University of Strathclyde and an Associate Fellow with the University of Warwick, UK. His main teaching and research interests are CLIL, action research, and initial English language teacher education. Griselda Beacon is a Lecturer in Literature at Universidad de Buenos Aires and at several teacher training colleges in Buenos Aires, Argentina. A NILE (Norwich Institute for Language Education) trainer in the UK, she has an MA in Literature from Philipps-Universitat Marburg, Germany. Her interests include literature and intercultural education. Mercedes Perez Berbain is a former Lecturer in Teaching Practice at Joaquin V. Gonzalez College of Education, Argentina. She holds an MA in Education from Oxford Brookes University, UK and is involved in CPD (ESSARP, OUP, Pilgrims). Her main interests include teaching young learners and teacher development.
Note Includes index.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Banegas, Darío Luis, editor.
Beacon, Griselda, editor.
Berbain, Mercedes Pérez, editor.
Series International perspectives on English language teaching.
Available in Other Form International perspectives on diversity in ELT.
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Chapter 1: Introduction: Diversity in ELT (Mercedes Perez Berbain, Dario Luis Banegas and Griselda Beacon)
Section 1: Interculturality
Chapter 2: Beyond Intercultural Awareness in ELT (Melina Porto and Javier Arguiano)
Chapter 3: Promoting Understanding of Diversity by Taking a Critical Intercultural Stance (Carlo Granados-Beltran)
Chapter 4: Fostering Intercultural Learning Experiences in the ESL/EFL Classroom (Darren K. LaScotte and Bethany D. Peters)
Chapter 5: "Lets Play Sok Says, Not Simon Says" : Evaluating the International and Intercultural Orientation of ELT Materials for Cambodian Secondary Schools (Roby Marlina)
Chapter 6: Task Typologies for Cultural Diversity: The Queer Case of LGBTIQ* Issues in English Language Teaching (Thorsten Merse)
Section 2: Gender
Chapter 7: Deheteronormalising the EFL Classroom: Teachers Beliefs, Doubts, and Insecurities in Exploring Sexual Identities in Cyprus (Dimitris Evripidou)
Chapter 8: Exploring the Role of Teacher Talk in the Gender Identity Construction of Filipino Children (Rafaella R. Potestades)
Chapter 9: Gender Barriers and Conflict in ELT in Japanese Universities (Tanja McCandie)
Chapter 10: Supporting In-service Teachers for Embracing Comprehensive Sexuality Education in the ELT Classroom (Paola Cossu, Gabriela Brun and Dario Luis Banegas)
Chapter 11: Preparing Pre-service Teachers for the Singular They: Inclusive EFL Teacher Education (Carolyn Blume)
Section 3: Special Education Needs
Chapter 12: The 5-Dimensional Model: A Finnish Approach to Differentiation (Anssi Roiha and Jerker Polso)
Chapter 13: Uncovering Diverse Perspectives and Responses to Working with English Learners with Special Educational Needs (Robert J. Lowe, Matthew Y. Schaefer and Matthew W. Turner)
Chapter 14: Dyslexia and its Role in the Teaching Reform in China (Stuart Perrin)
Chapter 15: A Challenge, a Must, an Adventure: English as a Foreign Language for Deaf and Hard of Hearing Students (Ewa Domagaa-Zysk and Anna Podlewska)
Chapter 16: English Language Teacher Educators Knowledge and Classroom Practices of ADHD (Nese Cabaroglu and Merve Tohma)
Chapter 17: Diversity in ELT: Present and Future (Griselda Beacon, Mercedes Perez Berbain and Dario Luis Banegas).

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