Contemporary Foundations for Teaching English as an Additional Language

Reviews / Votes

Polina Vinogradova and Joan Kang Shin have assembled an impressively diverse group of scholars and professionals at the forefront of TESOL research and practice, and produced an amazingly critical and innovative volume on the teaching of English as an additional language in the 21st century. It covers critical and culturally responsive pedagogies, translingualism, technology and digital literacy, and much more. It is a rewarding read, and should inspire future researchers and practitioners in language education for decades to come.

Li Wei, Chair of Applied Linguistics, University College London (UCL), UK

This book masterfully illuminates teachers' imperative to embrace multilingualism and multimodality while they learn to teach English for social justice and advocacy across the globe. Critical participatory pedagogies have never been so compellingly theorized and so diversely exemplified. An indispensable tool for those committed to advancing TESOL teacher development in the 21st century!

Lourdes Ortega, Professor and Faculty Director of Initiative for Multilingual Studies, Department of Linguistics, Georgetown University, USA

This book shifts our paradigm on English language teacher preparation and truly brings it into the 21st century. It comprehensively and critically addresses issues of equity, social justice, and diversity, multilingualism and multiliteracies, advocacy, and the contextualized nature of English language teaching around the world. The book includes original research and examples from diverse settings, including K-12 and adult English teaching. For those preparing teacher leaders and teacher candidates to teach English as an additional language across contexts, this is a must-read!

Ester J. de Jong, Professor, ESOL/Bilingual Education,

Director, School of Teaching and Learning, University of Florida, USA

A timely publication - the 'normal' classroom today, which includes the English language classroom, has become a microcosm of our diverse societies. This book questions the tenets of traditional TESOL, and through the use of case studies, offers teachers more inclusive, alternative perspectives...moving TESOL into the 21st century!

Nayr Ibrahim, Associate Professor of English Subject Pedagogy,

Faculty of Education and Arts, Nord University, Bodo Campus, Norway

La diversite linguistique et culturel se repand dans nos societes et nos salles de classes. Parmi d'autres approches innovatrices, cet ouvrage propose un acces plurilingue a l'apprentissage de l'anglais ou les langues, les cultures et les identites des enfants sont finalement les bienvenus en classe - une ouverture plus juste et inclusive de l'apprentissage des langues etrangeres!

Nayr Ibrahim, Professeur associe, Didactique de l'enseignement de l'anglais comme langue etrangere, Nord University, Bodo Campus, Norge

As our world is becoming more globalized and more connected through technology, English is an indispensable communication tool for everyone. For teachers of English as an additional language, this book provides practical examples of how to teach English while equipping students with 21st-century skills. As you read through the cases from around the world, you'll find inspiration for improving your teaching in your classroom.

Tomohisa Machida, Associate Professor, Akita International University, Japan

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Contemporary Foundations is quite a timely publication in the post-method period of TESOL pedagogy. It presents critical concepts for successful teaching in the larger socio-cultural and trans-linguistic global contexts and provides practical application cases. This resource will be of particular value to English teachers/ teacher educators in Korea, where classroom dynamics are rapidly changing to include students from multicultural families.

Kyungsook Yeum, Director, Sookmyung TESOL, Graduate School of Professional Studies, Sookmyung Women's University, Seoul, South Korea

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With a focus on multilingualism and multimodality in TESOL, Contemporary Foundations for Teaching English as an Additional Language includes thematically-categorized pedagogical approaches, lived experiences, and practical sources across the world. From a broader sociocultural perspective, this inspiring book is a must-read for pre-service and in-service teachers, teacher educators, and researchers who are interested in critical pedagogies, translingualism, digital literacy and advocacy in TESOL. Bravo to all the contributors!

Muezeyyen Nazli Guengoer, Gazi University, Faculty of Education,

ELT Programme, Ankara, Turkey

Ingilizce egitiminde cok dillilik ve coklu modalite kavramlarinin elestirel ve yoentemler oetesi bir bakis acisiyla temel alindigi bu eserde, duenyanin cesitli uelkelerinde ilkokul, ortaokul, lise ve ueniversite seviyelerinde uygulanan yenilikci egitsel yaklasimlar, oernek olaylar, ve uygulanabilir coezuemler bir araya getirilmistir. Hem oegretmen egitiminde hem de Ingilizce egitiminde kullanilabilen ve oezenle hazirlanan bu eseri, Ingilizce egitimine goenuel vermis tuem paydaslara tavsiye ederim.

Muezeyyen Nazli Guengoer, Gazi Universitesi, Gazi Egitim Fakueltesi, Ingiliz Dili,

Egitimi Anabilim Dali , Ankara, Turkiye

This excellent collection of research-informed chapters and practical case studies captures the complex multilingual and multimodal landscape that English language professionals are called upon to navigate in the 21st Century. It is a timely resource for EAL practitioners and researchers interested in issues of identity, justice, equity and inclusion in language education globally.

Harry Kuchah Kuchah, Lecturer in Language Education,

University of Leeds, UK

Mkusanyo huu aali wa sura zinazotokana na matokeo ya utafiti na uchunguzi kifani unasawiri mazingira changamano ya wingi lugha na uanuwai wa mbinu, vitu ambavyo wataalamu wa lugha ya Kiingereza wanahitaji kuvikabili katika karne ya 21. Mkusanyo huu ni rejea muhimu kwa wataalamu na watafiti wa Kiingereza kama Lugha ya Ziada ambao wanavutiwa na masuala ya utambulisho, haki, usawa na ushirikishwaji katika ufunzaji wa lugha ya pili ulimwenguni.

Harry Kuchah Kuchah, Chuo Kikuu cha Leeds, Uingereza