Titlebook: Critical Perspectives on Language Teaching Materials; John Gray Book 2013 Palgrave Macmillan, a division of Macmillan Publishers Limited 2

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,Telling Tales: Changing Discourses of Identity in the ‘Global’ UK-Published English Language Coursetion of the culture within which this artefact is produced and the prevailing discourses that have shaped it, as well as its own role in influencing current and future discourses. Lave and Wenger (1991: 52-3), in discussing the situated nature of learning, write that:

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,The ‘Neoliberal Citizen’: Resemiotising Globalised Identities in EAP Materials,ial care budgets have been eliminated and, particularly in North America, services such as public education are targeted for defunding and privatisation as part of neoliberal restructuring policies at local levels. The consequences include students suffering from larger class sizes and fewer teacher

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,‘This activity is far from being a pause for reflection’: An Exploration of ELT Authors’, Editors’,pedagogical practices aiming at the development of critical thinking. Following Luke’s (2004: 26) view that ‘to be critical is to call up for scrutiny, whether through embodied action or discourse practice, the rules of exchange within a social field’, I discuss how co-authors, editors, a group of t

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,Critically Evaluating Materials for CLIL: Practitioners’ Practices and Perspectives,tent and language integrated learning, or CLIL. CLIL is an educational approach in which curriculum subjects are taught through a language which is not the one normally used by teachers and students. Although any language can be used in CLIL or related approaches such as immersion,. English has beco

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Communicating Constructions of Frenchness through Language Coursebooks: A Comparison,osition in the world as a taught language. The association of French with particular cultural representations of Frenchness, which are both metropolitan and global under the auspices of ., remains strong in learners’ imaginary. This strong language-culture association can favour the promotion of Fre

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Spanish Imagined: Political and Subjective Approaches to Language Textbooks, is about attitudes towards a language, beliefs about a language and the uses of it, or the way it should be taught, historical, socio-political and ideological aspects pervade all language teaching. As has been pointed out in the literature, language pedagogy (as manifested in curricula, teaching p

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