LEADER 11322nam 2200577 450 001 9910495245803321 005 20230523152320.0 010 $a981-16-3603-6 035 $a(CKB)4100000012008372 035 $a(MiAaPQ)EBC6710516 035 $a(Au-PeEL)EBL6710516 035 $a(EXLCZ)994100000012008372 100 $a20220513d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aPolicy development in TESOL and multilingualism $epast, present and the way forward /$fKashif Raza, Christine Coombe, Dudley Reynolds, editors 210 1$aSingapore :$cSpringer,$d[2021] 210 4$d©2021 215 $a1 online resource (300 pages) 311 $a981-16-3602-8 327 $aIntro -- Foreword -- Acknowledgements -- Contents -- Editors and Contributors -- 1 Past, Present, and Ways Forward: Toward Inclusive Policies for TESOL and Multilingualism -- 1 The Past -- 2 The Present -- 3 Ways Forward -- 4 Final Thoughts -- References -- Part I The Past -- 2 Policy and Pedagogical Reform in Higher Education: Embracing Multilingualism -- 1 Introduction -- 2 Historical and Social Context for Language Education and Language Policy in Quebec and Canada -- 2.1 Official and Non-official Languages in Canada and Quebec -- 3 Historical Overview of Language Education Policy in Quebec and Canada -- 3.1 The Positioning and "Othering" of Multilinguals in Canada -- 3.2 Canada and Multiculturalism: Social and Educational Policies -- 3.3 The Emergence of Intercultural Language Education Policies -- 4 Marginalization: Linguistic Discrimination of Multilingual Speakers in Educational Settings -- 5 The Way Forward: Embracing Multilingual Approaches in Policy Planning and Pedagogy and Future Implications -- References -- 3 Bilingual Education in Brazil -- 1 Overview of Brazil -- 1.1 Bilingual Education Contexts and Specific Populations -- 1.2 Education Laws About Foreign Language Teaching -- 2 Recent Proposals: First and Second Versions of the "Proposal of National Curriculum Guidelines for Bilingual Education" -- 2.1 Populations in Need of Bilingual Education -- 2.2 Language of Instruction, Language Proficiency, and Bilingual Program Models -- 2.3 Assessment -- 2.4 Teachers' Language Proficiency and Teacher Education -- 3 A Proposal for Brazil: A Dual-Language Program Model Applying Principles of Plurilingual Pedagogies -- 4 Conclusion -- References -- 4 Global ESOL Assessment Practices: The Washback Effect and Automated Testing in China -- 1 Overview -- 2 Washback Effect of the College English Test (CET) -- 2.1 Introduction to the CET. 327 $a2.2 Listening Test -- 2.3 Speaking Test -- 2.4 Translation Test -- 3 Technology-Enhanced Language Assessment -- 3.1 Automated Speaking Assessment -- 3.2 Automated Writing Assessment -- 3.3 Change of Assessment Policies -- 4 Conclusion -- References -- 5 The Discursive Constructions of TEFL Key Themes in the National Policies and Curriculum Documents of Two Indonesian Universities and Their Possible Ecological Reconstructions -- 1 Introduction -- 2 The Status and the Characteristics of IU and MRU -- 3 Procedure -- 4 Findings and Discussion -- 4.1 The Constructions of ELT Methods (Methods) -- 4.2 The Constructions of the Argumentative Writing Courses at IU and MRU -- 4.3 The Constructions of the Cross-Cultural Understanding Course at IU and MRU -- 4.4 The Constructions of World Englishes at IU and MRU -- 5 Deconstruction and Reconstruction of English Curriculum Policy in Indonesian Universities: A Way Forward -- References -- 6 English Language Teaching Development in the Midst of Morocco's Continuing Language Policy Conundrum -- 1 Introduction -- 2 Linguistic Landscape in Morocco -- 2.1 Arabic -- 2.2 Tamazight -- 2.3 French -- 2.4 English -- 3 Language Policy in Morocco -- 3.1 From Monolingualism to Multilingualism -- 3.2 ELT/EMI Policy Directions in Multilingual Morocco -- 4 Conclusions and Recommendations -- References -- 7 The Mythic and the Authentic Value of English in the African Classroom: A Policy Perspective -- 1 Introduction -- 2 Drivers of Language Policy in African Nations -- 3 Myths and Truths About English in the Classroom -- 3.1 The Overriding Value of English for Children's Success in Life -- 3.2 How Languages Are Learned -- 3.3 The Economics of Language Choice in Education -- 3.4 English Outside the Classroom -- 4 The Authentic Value of English in the African Classroom -- 4.1 Pedagogical Value. 327 $a4.2 Knowledge from Beyond the Community -- 4.3 Lifelong Learning and Global Citizenship -- 4.4 Elite Support for the Community -- 5 Conclusion: Implications for TESOL Policy Development -- References -- 8 Multilingualism Through English-Dominated Bilingual Policy: Integration of International Students in Modern Singapore -- 1 Introduction -- 2 Multiculturalism Through "Race" in Singapore -- 3 History of Singapore and Its Language Policy -- 4 Uniting and Forming a Nation Through Multilingualism -- 5 An Overview of the Singapore Education System -- 6 Globalization and Its Impact on Singapore and Schools -- 7 Immigrants in Singapore Schools -- 8 The Complexity in Learning English in Singapore -- 9 Moving Forward: Reconceptualizing the Singapore Bilingual Policy -- References -- Part II The Present -- 9 Enhancing Equity for English Learners Through the Seal of Biliteracy: Policy/Practice Pitfalls and Possibilities -- 1 Introduction -- 2 Bi-multilingual Education in the United States -- 3 The Seal of Biliteracy -- 3.1 Challenges Associated with the Implementation of the Seal of Biliteracy -- 3.2 Enhancing Education Through SoBL -- 4 Implications -- 4.1 ESL and Foreign Language Teachers -- 4.2 Online Instruction -- 4.3 Teachers and Researchers -- 5 Final Remarks -- References -- 10 The Ideologies of English as Foreign Language (EFL) Educational Policies in Korea: The Case of Teacher Recruitment and Teacher Education -- 1 Introduction -- 2 Native-Speakerism Ideologies in EFL Education in Korea -- 3 Native Speakerism in English Teacher Recruitment in Korea -- 4 Standard English Ideology in Teacher Education -- 5 Requirements for Preservice Teachers -- 6 Conclusion -- References -- 11 Enacting a Multilingual Policy for Economic Growth: Exploiting the China-Pakistan Economic Corridor Project to Create Linguistic Harmony in Pakistan -- 1 Introduction. 327 $a2 Overview of the CPEC-P -- 3 Mandarin in Pakistan -- 3.1 Incentives for Pakistanis Learning Mandarin -- 4 Current Operationalization of the CPEC-P and Pakistan's Linguistic Diversity -- 4.1 Influence of English -- 4.2 Influence of Mandarin -- 4.3 Status of Pakistan's National and Local Languages -- 5 Proposal-The Way Forward -- 6 Conclusion -- References -- 12 Marginalized Students and Linguistic Challenges at Intensive English Programs in Lebanon -- 1 Introduction -- 2 Perspectives on EMI -- 3 Methodology -- 4 Findings and Discussions -- 4.1 Previous Poor Schooling Experiences -- 4.2 Current Challenges Because of EMI -- 5 The Way Forward -- References -- 13 Humoristic Translanguaging in Intercultural Communication in Qatar: Merits, Limitations, and Its Potential Contribution to Policy Development -- 1 Introduction -- 2 Background -- 3 Translanguaging Humor -- 3.1 Teasing -- 3.2 Translanguaged Humor for Clarity -- 3.3 Translanguaged Humor in Students' Examples -- 4 Concluding Discussion -- References -- 14 TESOL's Way Forward to Policy Development and Multilingualism in EMI -- 1 An Introduction to EMI in Higher Education and the Need for TESOL -- 2 Key Constructs and Their Implications -- 3 Methodology -- 3.1 Participants -- 3.2 Context of Parallel Language Policy -- 4 Findings -- 5 Discussion and Conclusion -- 5.1 Discussion -- 5.2 Conclusion -- References -- 15 Working Sideways for Change: Extending the Notion of Ideological and Implementational Space -- 1 Teaching English as a Second Language to Support an English-Medium Education System -- 2 Implementational and Ideological Spaces for Change -- 3 Finding and Filling up New Spaces Within Vanuatu's Language-In-Education Policy and Practice -- 4 The Underutilization of Implementational Space -- 5 The Way Forward: A Sideways Model for Policy Change -- References. 327 $a16 Translanguaging as a Key to Socially Just English Teaching in Finland -- 1 Introduction -- 2 Social Justice Approaches to TESOL -- 3 The Finnish Context -- 3.1 Education in Finland -- 3.2 The Finnish National Core Curriculum for Basic Education -- 4 Findings -- 4.1 Multilingualism and Equity in the FNCCBE -- 4.2 The Voices of Preservice Teachers of English -- 5 Discussion -- 5.1 Translanguaging as a Way Forward? -- 5.2 Research on Translanguaging in Finland -- 6 Conclusion and Recommendations -- References -- 17 English as a Mediator for Communication and Understanding: The Case of Israel and Palestine -- 1 Official and Educational Language Policies -- 1.1 Israel Policies and Education -- 1.2 Palestinian Territories -- 2 The Access Program in Israel and the Palestinian Territories -- 2.1 Access in Israel -- 2.2 Access in the Palestinian Territories -- 2.3 Social Justice and Mediation Through Access -- 3 Initiatives and Programs that Engender Mutual Understanding -- 3.1 MEET "Teamwork Makes the Dream Work" -- 3.2 Arava Institute "Nature Knows no Borders" -- 3.3 DICE (Diplomacy and International Communication in English) -- 4 Considerations, Reflections, and Moving Forward -- 4.1 English: Neutralizer, Equalizer, or Mediator? -- 4.2 TESOL Issues -- 4.3 Moving Forward: Considerations and Recommendations -- References -- Part III The Way Forward -- 18 Building English Language Resources of Multilinguals -- 1 Shifting Perspectives -- 2 Background: Language Competency and Teaching -- 3 Curriculum Standards -- 4 Teacher Agency vis-a?-vis Language Policy -- 5 Policy in Practice -- References -- 19 From TESOL to TOLSE: Plurilingual Repertoires at the Heart of Language Learning and Teaching -- 1 Introduction -- 2 Multilingual Turn or Multilingual Turmoil? Reviewing the (Still) Pervasive Monolingual Stance in Language Education. 327 $a3 TOLSE or Teaching Other Languages to Speakers of English: Yet Another Acronym?. 606 $aEnglish language$xStudy and teaching$xForeign speakers 606 $aMultilingualism 606 $aAnglès$2thub 606 $aEnsenyament de llengües estrangeres$2thub 606 $aMultilingüisme$2thub 608 $aLlibres electrònics$2thub 615 0$aEnglish language$xStudy and teaching$xForeign speakers. 615 0$aMultilingualism. 615 7$aAnglès 615 7$aEnsenyament de llengües estrangeres 615 7$aMultilingüisme 676 $a428.0071 702 $aRaza$b Kashif 702 $aCoombe$b Christine 702 $aReynolds$b Dudley 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910495245803321 996 $aPolicy development in TESOL and multilingualism$92847792 997 $aUNINA