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Introduction: Conceptualizing and Approaching “Education for Glocal Interaction”

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Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction

Part of the book series: Intercultural Communication and Language Education ((ICLE))

Abstract

In this introduction, the volume editors discuss the sociohistorical negotiation of conceptual tensions and shifts within the discursive field of English language education, as stakeholders face the potential reconciliation of theory, research, and practice founded upon static, essentialized, and idealized boundaries of language, culture, place, and identity, with movement, border crossing, and hybridity (Kramsch 2014; Pennycook 2010). The editors then unpack the framework for the edited volume and provide the overview of the chapters therein.

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Notes

  1. 1.

    In employing the term chronotope (Blommaert 2015), we are conceptualizing the “history” of “English language education” as an incomplete, intertextual (Bazerman 2004) construction of time space, as opposed to a linear, chronological “truth.”

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Authors and Affiliations

  1. Middle East Technical University, Northern Cyprus Campus, Kalkanlı, Güzelyurt, Northern Cyprus, Turkey

    Ali Fuad Selvi

  2. Mukogawa Women’s University, Nishinomiya, Hyogo, Japan

    Nathanael Rudolph

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  1. Ali Fuad Selvi
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  2. Nathanael Rudolph
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Correspondence to Ali Fuad Selvi or Nathanael Rudolph .

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  1. Middle East Technical University, Ankara, Turkey

    Ali Fuad Selvi

  2. Mukogawa Women's University, Nishinomiya, Japan

    Nathanael Rudolph

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Selvi, A.F., Rudolph, N. (2018). Introduction: Conceptualizing and Approaching “Education for Glocal Interaction”. In: Selvi, A., Rudolph, N. (eds) Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction. Intercultural Communication and Language Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-6421-0_1

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