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© 2018

Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction

Issues and Implications

  • Ali Fuad Selvi
  • Nathanael Rudolph
Book

Table of contents

  1. Front Matter
    Pages i-vii
  2. Glocal Tensions: Negotiation and Construction of Education Attending to the Local and Global

  3. Attending to the Contextualized, Glocal Negotiation of Identity and Instruction in Approaches to the “Classroom”

About this book

Introduction

This book employs the realm of English Language Teaching (ELT) as a discursive point of departure to explore how individuals, groups, entities and institutions apprehend, embrace, deal with, manipulate, problematize and resist glocal flows of people, ideas, information, goods, and technology. It apprehends and attends to tensions arising from the fluidly local-global construction and negotiation of borders of identity and interaction within a diverse array of contexts and English education therein. These tensions, whether conceptual or pedagogical, may arise in and through governmental and institutional policymaking, teacher training, or curriculum and materials development, and in the learning experience both within and beyond the classroom, as teachers and students engage with course content and each other.

Keywords

globalization translinguistic education transcultural education contextualized ELT postmodernism poststructuralism

Editors and affiliations

  • Ali Fuad Selvi
    • 1
  • Nathanael Rudolph
    • 2
  1. 1.Middle East Technical UniversityAnkaraTurkey
  2. 2.Mukogawa Women's UniversityNishinomiyaJapan

About the editors

Ali Fuad Selvi (PhD, University of Maryland) is an Assistant Professor of TESOL and Applied Linguistics and the Chair of the Teaching English as a Foreign Language program at Middle East Technical University, Northern Cyprus Campus. His research interests include the sociolinguistics of English as an international language and its implications for language learning, teaching, teacher education and language policy/planning; issues related to (in)equity, marginalization, discrimination and professionalism in TESOL; and second language teacher education. He is the Past Chair of the NNEST Interest Section in TESOL International Association.
 
Nathanael Rudolph (PhD, University of Maryland) is an Associate Professor of TESOL and Applied Linguistics in the Department of English at Mukogawa Women’s University, in Nishinomiya, Hyogo, Japan. In and through his research and teaching, Nathanael advocates contextualized education that critically and practically accounts for and celebrates hybridity and diversity, in terms of identity and interaction. His specific interests relate to postmodern and poststructural approaches to teacher and learner identity, (in)equity in the field of ELT, and approaches to teacher education and classroom practice that challenge essentialized and idealized (non)nativeness.

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Bibliographic information

  • Book Title Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction
  • Book Subtitle Issues and Implications
  • Editors Ali Fuad Selvi
    Nathanael Rudolph
  • Series Title Intercultural Communication and Language Education
  • Series Abbreviated Title Intercultural Communication and Language Education
  • DOI https://doi.org/10.1007/978-981-10-6421-0
  • Copyright Information Springer Nature Singapore Pte Ltd. 2018
  • Publisher Name Springer, Singapore
  • eBook Packages Education Education (R0)
  • Hardcover ISBN 978-981-10-6420-3
  • Softcover ISBN 978-981-13-4877-8
  • eBook ISBN 978-981-10-6421-0
  • Series ISSN 2520-1735
  • Series E-ISSN 2520-1743
  • Edition Number 1
  • Number of Pages VII, 245
  • Number of Illustrations 16 b/w illustrations, 0 illustrations in colour
  • Topics Language Education
    Applied Linguistics
  • Buy this book on publisher's site