In an age of rapid technological transformation and evolving teaching settings, the ELT community must adapt to the needs of emerging situations and a diverse range of learners. Adaptable English Language Teaching addresses this need by bringing together contributions from renowned scholars around the world with insights on all major areas of English language teaching with an emphasis on adaptability—of teaching method, context, skills, and priorities.
Organized around an innovative past-present-future structure, chapters offer methods, strategies, and perspectives that are adaptable to any difficult or under-resourced context. It delves into engaging through online applications, understanding emerging trends in computer-assisted language learning and teaching, and the implementation of virtual classroom and multimodality in ELT.
Given its multifaceted focus, this book will provide ELT practitioners, trainers, trainees, and researchers with invaluable insights and research findings to effectively navigate and adapt to emerging circumstances.
Introduction Section 1: ELT responses to new circumstances Chapter 1: English language curriculum development in new circumstances Chapter 2: Sustainability in English language teacher education: Preparing teachers for an unknown future Chapter 3: Understanding the needs of international EAP students: Adaptive progress Chapter 4: Silence as autonomy: Case studies of Australian and international students Section 2: ELT assessment, feedback, and managing classrooms in new circumstances Chapter 5: New approaches to the assessment of English as an additional language Chapter 6: Feedback to students in ELT Chapter 7: ELT classroom management in times of change Section 3: Teaching English language skills and components in new circumstances Chapter 8: Teaching listening in new circumstances Chapter 9: Teaching reading Chapter 10: Challenges and opportunities in teaching speaking Chapter 11: L2 Writing Pedagogy: Responding to emerging needs and emergencies Chapter 12: Adaptable teaching of grammar, vocabulary, and pronunciation: Enhancing fluency and engagement through online apps Section 4: The contribution of technology to ELT in new circumstances Chapter 13: Language teachers and teaching technologies: Valuing the teacher and teacher values in online learning Chapter 14: Computer-assisted language learning and teaching: Emerging trends, challenges, and solutions in ELT Chapter 15: A Multimodal analysis of roleplays between Upper Intermediate level learners: lessons for teaching oral language competency in online contexts Conclusion
Nima A. Nazari is Professor of Applied Linguistics and works as Centre Director at OnCampus London South Bank University, UK. A. Mehdi Riazi is Professor of Applied Linguistics at the College of Humanities and Social Sciences of Hamad Bin Khalifa University (HBKU), Qatar.
