Читать книгу Global TESOL for the 21st Century - Heath Rose - Страница 7

Tables and Figures

Tables

Table 1.1Theoretical papers related to 21st century TESOL

Table 2.1Global Englishes Language Teaching framework (adapted from Rose & Galloway, 2019: 21)

Table 2.2Examples of studies that report on EIL classroom activities

Table 3.1Examples of context-sensitive EIL-oriented programmes

Table 3.2Examples of context-sensitive EIL-oriented courses

Table 3.3Post-reading activity

Table 4.1Measuring varieties

Table 4.2Measuring speakers in materials

Table 4.3Measuring language use situations

Table 4.4Measuring culture

Table 4.5Measuring proficiency

Table 4.6Example studies that report of materials research

Table 5.1Studies related to language testing and EIL

Table 6.1Examples of EIL-oriented activities in the classroom and its influence on learners’ attitudes

Table 6.2Examples of EIL-oriented activities outside the classroom and their influence on learners’ attitudes

Table 7.1Example research topics relevant to EIL teacher education

Table 8.1Example studies on teacher and learner identity

Table 9.1Metaphors of change (adapted from Cameron & Green, 2009: 139–140)

Table 9.2Characteristics of Rogers’ five categories of innovation adopters (adapted from Porter & Graham, 2016: 751)

Table 9.3Examples of EIL-oriented teacher education projects and influences on pre- and in-service teachers’ and teacher educators’ attitudes

Table 10.1Example research methodologies related to EIL in practice

Figures

Figure 1.1The four channels of English Spread (adapted from Galloway & Rose, 2015: 14)

Figure 1.2The theoretical positioning of Teaching English as an International Language in this book

Figure 2.1The TESOL curriculum (Richards, 1982)

Figure 2.2The relationship between changing contexts and approaches (adapted from Rose, 2018; Rose & Galloway, 2019)

Figure 2.3Post-normative approach (adapted from Dewey, 2012: 168)