She is a former President of the Australian Council of TESOL Associations and current Chair of the Research Interest Section of the international TESOL organization. She has had many years' experience as an ESOL teacher, teacher educator and consultant in primary, post-primary and adult settings in the Asian–Pacific and Middle Eastern region. He is co-editor with Sandra Schechter of Multilingual education in practice: Using diversity as a resource ( Heinemann, 2003).Ĭhris Davison is currently Associate Professor in English Language Education in the Faculty of Education at the University of Hong Kong. His latest publications include: Language, power, and pedagogy: Bilingual children in the crossfire (Multilingual Matters, 2000), Negotiating identities: Education for empowerment in a diverse society (California Association for Bilingual Education, 2001). He has served as a consultant on language planning in education to numerous international agencies. His research has focused on multiculturalism and minority language education, bilingual education, psycholinguistics, critical pedagogy, language and the school curriculum, learning disabilities, computer networking in education. In May 1997, he was awarded an honorary Doctorate in Humane Letters from the Bank Street College of Education in New York. Jim Cummins is Professor in the Modern Language Centre, Department of Curriculum, Teaching and Learning in the Ontario Institute for Studies in Education of the University of Toronto. In contexts where EngUsh is not the dominant language, the following terms have been used: English as a foreign language (EFL), English as an international language (EIL), and English as a lingua franca (ELF). At various times and in different contexts, the following labels have been used in countries where English is the dominant language to describe programs, learners, or teachers of Enghsh: English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), and English language learners (ELL). A wide range of terms has been used to refer to the key players involved in the teaching and learning of the English language and to the enterprise of English language teaching as a whole.
In doing so it problematizes traditional dichotomies and challenges the very terms that provide the traditional foundations of the field. Nearly 70 chapters highlight the research foundation for the best practices, frameworks for policy decisions, and areas of consensus and controversy in the teaching and development of English as a second and/or additional language for kindergarten through to adult speakers of languages other than English. This two-volume handbook provides a comprehensive examination of policy, practice, research, and theory related to English language teaching (ELT) in international contexts.
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