The Routledge Handbook of English Language Teaching

The Routledge Handbook of English Language Teaching is the definitive reference volume for postgraduate and advanced undergraduate students of Applied Linguistics, ELT/TESOL, and Language Teacher Education, and for ELT professionals engaged in in-service teacher development and/or undertaking academic study. Progressing from ‘broader’ contextual issues to a ‘narrower’ focus on classrooms and classroom discourse, the volume’s interrelated themes focus on: • ELT in the world: contexts and goals • planning and organising ELT: curriculum, resources and settings • methods and methodology: perspectives and practices • second language learning and learners • teaching language: knowledge, skills and pedagogy • understanding the language classroom. The Handbook’s 39 chapters are written by leading figures in ELT from around the world. Mindful of the diverse pedagogical, institutional and social contexts for ELT, they convincingly present the key issues, areas of debate and dispute, and likely future developments in ELT from an applied linguistics perspective. Throughout the volume, readers are encouraged to develop their own thinking and practice in contextually appropriate ways, assisted by discussion questions and suggestions for further reading that accompany every chapter.

List of tables and figures Acknowledgements List of contributors Introduction: English language teaching in the contemporary world Graham Hall PART I ELT in the world: contexts and goals 1 World Englishes and English as a Lingua Franca: a changing context for ELT Philip Seargeant 2 Politics, power relationships and ELT Alastair Pennycook 3 Language and culture in ELT Claire Kramsch and Zhu Hua 4 ‘Native speakers’, English and ELT: changing perspectives Enric Llurda 5 Educational perspectives on ELT: society and the individual; traditional, progressive and transformative Graham Crookes PART II Planning and organising ELT: curriculum, resources and settings 6 Language curriculum design: possibilities and realities Kathleen Graves 7 ELT materials: claims, critiques and controversies John Gray 8 Dealing with the demands of language testing and assessment Glenn Fulcher and Nathaniel Owen 9 Language teacher education Karen E. Johnson 10 New technologies, blended learning and the ‘flipped classroom’ in ELT Paul Gruba, Don Hinkelman and Mónica Stella Cárdenas-Claros 11 English for specific purposes Sue Starfield 12 English for academic purposes Helen Basturkmen and Rosemary Wette 13 English for speakers of other languages: language education and migration James Simpson 14 Bilingual education in a multilingual world Kevin S. Carroll and Mary Carol Combs PART III Methods and methodology: perspectives and practices 15 Method, methods and methodology: historical trends and current debates Graham Hall 16 Communicative language teaching in theory and practice Scott Thornbury 17 Task-based language teaching Kris Van den Branden 18 Content and language integrated learning Tom Morton 19 Appropriate methodology: towards a cosmopolitan approach Adrian Holliday PART IV Second language learning and learners 20 Cognitive perspectives on classroom language learning Laura Collins and Emma Marsden 21 Sociocultural theory and the language classroom Eduardo Negueruela-Azarola and Próspero N. García 22 Individual differences Peter D. MacIntyre, Tammy Gregersen and Richard Clément 23 Motivation Martin Lamb 24 Learner autonomy Phil Benson 25 Primary ELT: issues and trends Janet Enever 26 Secondary ELT: issues and trends Annamaria Pinter PART V Teaching language: knowledge, skills and pedagogy 27 Corpora in ELT Ana Frankenberg-Garcia 28 Language Awareness Agneta M-L. Svalberg 29 Teaching language as a system Dilin Liu and Robert Nelson 30 Teaching language skills Jonathan Newton 31 Teaching literacy Amos Paran and Catherine Wallace 32 Using literature in ELT Geoff Hall PART VI Focus on the language classroom 33 Complexity and language teaching Sarah Mercer 34 Classroom talk, interaction and collaboration Steve Walsh and Li Li 35 Errors, corrective feedback and repair: variations and learning outcomes Alison Mackey, Hae In Park and Kaitlyn M. Tagarelli 36 Questioning ‘English-only’ classrooms: own-language use in ELT Philip Kerr 37 Teaching large classes in difficult circumstances Fauzia Shamim and Kuchah Kuchah 38 Computer-mediated communication and language learning Richard Kern, Paige Ware and Mark Warschauer 39 Values in the ELT classroom Julia Menard-Warwick, Miki Mori, Anna Reznik and Daniel Moglen Index

Graham Hall is Associate Professor of Applied Linguistics/TESOL at Northumbria University, UK. He is author of Exploring English Language Teaching: Language in Action (2011; 2nd edition, 2017), which was the winner of the 2012 British Association for Applied Linguistics (BAAL) book prize. He was editor of ELT Journal from 2013-17.