LEADER 03053oam 2200445 450 001 9910468238503321 005 20231207164846.0 010 $a3-030-60599-X 024 7 $a10.1007/978-3-030-60599-5 035 $a(CKB)4100000011569067 035 $a(MiAaPQ)EBC6386346 035 $a(DE-He213)978-3-030-60599-5 035 $a(EXLCZ)994100000011569067 100 $a20210419d2020 uy 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHigher education internationalization and English language instruction $eintersectionality of race and language in Canadian universities /$fXiangying Huo 205 $a1st ed. 2020. 210 1$aCham, Switzerland :$cSpringer,$d[2020] 210 4$dİ2020 215 $a1 online resource (xxi, 159 pages) $cillustrations 311 0 $a3-030-60598-1 327 $aChapter 1. Introduction -- Chapter 2. Conceptual Frameworks -- Chapter 3. The Proliferation of English as a ?World? Language -- Chapter 4. Review of Research on Teachers of English as an International Language -- Chapter 5. Methodology -- Chapter 6. Study Findings 1: Students? Perceptions of the Role of English and English -- Chapter 7. Study Findings 2: A Non-Native English Language Instructor?s Experiences at a Higher Institution Writing Center -- Chapter 8. Discussion and Conclusion -- Appendix. 330 $aThis book offers new understanding of the implications of pluralism and of transnational movements to higher education and the construct of a ?native speaker? within contemporary globalization processes. Theoretically, it calls for a revisioned English as an International Language (EIL) pedagogy and a wider acceptance of EIL and of World Englishes. It challenges the postsecondary education sector to change the discourse around language proficiency to one that engages the ?pluralism of English.? As for the applied significance, the book contributes to the work on neo-racism which means racism goes beyond color to stereotypic foreign cultures, nationalities, and exotic accents based on cultural distinctions instead of merely skin differences. The book contributes to higher education policy and practice, pushing a revisioning of ESL in conceptual and pedagogical ways, such as designing more culturally oriented curriculum, implementing culturally responsive pedagogy, and valuing the teaching proficiency more than the language proficiency. 606 $aEnglish language$xStudy and teaching (Higher)$xForeign speakers 606 $aEnglish language$xGlobalization 615 0$aEnglish language$xStudy and teaching (Higher)$xForeign speakers. 615 0$aEnglish language$xGlobalization. 676 $a428.00711 700 $aHuo$b Xiangying$0971393 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bUtOrBLW 906 $aBOOK 912 $a9910468238503321 996 $aHigher education internationalization and English language instruction$92208286 997 $aUNINA