Critical New Literacies: The Praxis of English Language Teaching and Learning

This book contains detailed theoretical information as well as practical strategies, techniques and pedagogical tips. It also includes analysis to the problems and challenges that face ESL/EFL students in general and Arab learners in specific. The book could be of interest not only to EFL researchers in academic writing, writing instructors, EFL educators at the college level, policymakers, and undergraduate and graduate students, but also for any second or foreign language teachers.

Teaching English as a Foreign Language (TEFL) enables sexual predation across the wide range of activities and locales it encompasses, beyond schools and inclusive of voluntourist and aid programmes where EFL is taught. This predation is carried out not only by male Native-speaking English Teachers (NETs) on their students, peers, and members of local communities but also carried out on female NETs and EFL students by locals. Is TEFL inherently sexist, utilising gender-biased texts? This book is the first to examine in considerable detail such English language sexual imperialism and to suggest ways to curtail it.

Step into the lives of extraordinary women leaders in this groundbreaking volume. This compelling collection presents autoethnographies of twenty-five women leaders in English Language Teaching (ELT) from around the world. Grounded in key leadership theories and ELT research, these narratives examine the intersectionality of gender, race, culture, and transnational experiences in shaping leadership identities. Authors candidly share their triumphs and challenges, inspiring readers to embrace their own leadership potential and effect change in their communities and beyond. By articulating the personal, institutional, and global complexities, the narratives inform our understanding of how ELT teachers navigate the path to leadership.

Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sánchez-Martín, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.

The book explores the complex relationship between ideology, language, and cultural nuances during subtitling, illuminating the translators' strategic decisions in capturing the depth of Thai political speech. It exposes the nuanced ways in which language can affect the comprehension of political messages and shape perceptions by drawing on an abundance of examples. Ideology at Play looks at the problems and opportunities that come up when these famous speeches are translated. It covers linguistic subtleties, cultural sensitivities, and the complicated relationship between language and politics. It gives new ideas about how ideology shows up in translated texts.

Over the years, translation has increasingly become a necessary tool to function in contemporary society. Based on years of research and teaching activity within the field, this book offers a useful and effective paradigm for the translation of different types of texts, guiding readers towards the realisation of effective translation projects. The several contrastive analyses presented and the suggestions offered throughout will help readers appreciate the implications and consequences of every translation choice, encouraging them to develop reading and translating skills applicable to the variety of texts they face in everyday life, from novels to comic books, films, and television series.

Language teachers are concerned with the relationship between what they know or believe and what they practice. In this book, Yang Gao thus addresses this gap. Using the complex dynamic system theory, he reports the characteristics of the Chinese EFL teachers’ belief system and highlights the complexity of the system, the non-linearity, and unpredictability of the subsystems. He further explores the relationships between the stated beliefs and the actual practices among the Chinese EFL teachers. One of the key contributions through the book is the conceptualized model in studying EFL teachers’ beliefs and practices.

This enriched reference guide offers a unique overview of more than 200 picture books published by Canadian publishing houses between 2017–2019. The authors cover key themes in contemporary Canadian titles that match broad curriculum trends in education. Response activities are included in the text, for example frameworks for critical literacy discussions, along with annotated bibliographies that specifically recognize titles by Indigenous authors and illustrators. The book also contains original interviews with a dozen rising stars in Canadian writing and book illustration. While the book is specifically geared for educators, it also supports public libraries, Education researchers, and future picture book creators, as well as families who are interested in learning more about reading development and related literacy activities for the home setting.