Titlebook: Second Handbook of English Language Teaching; Xuesong Gao Living reference work 20200th edition english as a second language.english lang

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2197-1951 tic, cognitive, socio-cultural and political issue Language The .Second Handbook of English Language Teaching. provides a comprehensive examination of policy, practice, research and theory related to English language teaching in international contexts. Over 70 chapters focus on the research foundati

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The Struggle for Balance: Policy Borrowing and Continuous Reform in the Practice of English Languagis a requirement in most educational settings. While Arabic is still the primary language of personal and social communication, English is the lingua franca in many educational, economic, and technical interactions in much of the Arab world, particularly in the GCC. Therefore, even though the region

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Behind the Sand Castle: Implementing English Language Teaching Policies in Japan,y-makers make their best effort to legitimate the new policies and convince general public to accept them. Very often, however, the FLT policies are made and revised without considering actual learning which takes place at schools. The biggest problem is that the policy-makers often jump to a hasty

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,“English Divide” and ELT in Korea: Towards Critical ELT Policy and Practices,ing on the crucial role of English in social reproduction as represented in the term “English Divide,” referring to a widening social polarization based on English competence. The chapter situates the discussion in the context of the global political economy and explores how neoliberal celebration o

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Teaching English as a Third Language,communication. In a number of these countries, it is common that English is learned as a third language. Recent psycholinguistic research on third language acquisition and trilingualism has made clear that the acquisition of an L3 shares many characteristics with the acquisition of an L2 but it also

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Language Ideologies, Language Policies, and English-Language Teaching in Russia,had on the attitudes towards English, a major foreign language taught in Russian schools today. The chapter is structured as follows. First, I review the language policies pursued by the Russian government in prerevolutionary Russia. Second, I explain how linguistic diversity was managed during the

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