Crossing the Boundaries in English Language Teaching

This edited volume offers a wide range of international perspectives and approaches towards some of the major challenges in the learning and teaching of English as a foreign and second language. Representing four continents, Africa, Asia, Europe and North America, the contributors grounded their chapters in different theoretical frameworks and contextual backgrounds. The authors centred their work around three themes that addressed teacher learning, approaches, pedagogies, and skills and assessment. These issues were explored through different research methodologies using quantitative and qualitative research instruments. The research studies, which represent most of the chapters, span a wide range of designs such as participatory action research, quasi-experimental design, document analysis, and interpretive phenomenological methodology. Every challenge met by EFL students, teachers and teacher trainers/educators is contextually analysed and explained with references to recent and current literature. Opportunities are explored and pedagogical recommendations are made to help teachers and students overcome constraints and obstacles in learning, materials use, assessment and issues of professional development. The book will be of interest to scholars, researchers, and postgraduate students working in the fields of English language teaching, teacher education, applied linguistics, and professional development. Practicing EFL/ESL teachers around the globe will equally find it useful in matters of classroom pedagogy, self-professional reflection, use of technology, and student assessment.