List of Figures
List of Tables
List of Contributors
Prologue, Jennifer Jenkins (University of Southampton, UK) and Lucilla Lopriore (Roma Tre University, Italy)
Introduction, Yasemin Bayyurt (Bogaziçi University, Turkey)
Part 1: General Principles
1. Incorporating Ontological Reflection into Teacher Education about English for Global Learners: A Rationale and some Guiding Principles, Chris Hall (York St John University, UK)
2. English Language Development in the Global Classroom: Revisiting Key Constructs of Second Language Acquisition Theory, Dustin Crowther (University of Hawai'i at Manoa, USA)
3. Moving from Conceptualizations to Implementation of a Global Englishes Perspective in ELT: Critical Issues in Pedagogy, Seran Dogançay-Aktuna (Southern Illinois University Edwardsville, USA) and Joel Hardman (Southern Illinois University Edwardsville, USA)
4. World Englishes, English as a Lingua Franca and ELT Materials: A Critical Perspective, Paola Vettorel (University of Verona, Italy)
5. Materials and Activities in Teaching English as a Global Language: Using Online Resources to Stimulate Innovation, Mona Syrbe (Rikkyo University, Japan) and Heath Rose (University of Oxford, UK)
Part 2: Native Speakerism
6. Negotiating Nativespeakerism in TESOL Curriculum Innovation, Nicola Galloway (University of Glasgow, UK)
7. Beyond 'Native' and 'Non-Native' English-Speaking Teachers: Teacher Identity and the Knowledge Base of Global Englishes Language Teachers, Ali Fuad Selvi (METU Northern Cyprus Campus, Cyprus) and Bedrettin Yazan (University of Texas, San Antonio, USA)
8. Re-Conceptualizing (Non-)Native English Speakers within the Paradigm of Teaching English as an International Language, Aya Matsuda (Arizona State University, USA)
9. Tackling Native-Speakerism through ELF-Aware Pedagogy, Rob Lowe (Tokyo Kasei University, Japan) and Marek Kiczkowiak (TEFL Equity Advocates & Academy, Leuven, Belgium)
Part 3: English as a Medium Of Instruction
10. Teaching WE and ELF in EMI from an ELF Perspective: A Case Study at a University in the Expanding Circle, Kumiko Murata (Waseda University, Japan)
11. Implementing Critical Pedagogy of Global Englishes in ELT in Asia from the Lens of EMI and Intercultural Citizenship, Fan Fang (Shantou University, China) and Will Baker (University of Southampton, UK)
12. Problematizing EMI Programs in Turkish Higher Education: Voices from Stakeholders, Dilek Inal (Istanbul University- Cerrahpasa, Turkey), Yasemin Bayyurt (Bogaziçi University, Turkey) and Feza Kerestecioglu (Kadir Has University, Turkey)
13. A Critical View of Globalization within the Expanded Role of EMI in Japan: Case Study of an Actual Implementation, Jim D'Angelo (Chukyo University, Nagoya, Japan)
Part 4: Focus on Specific Contexts
14. The Impact of World Englishes and English as a Lingua Franca in Tertiary Education in the Expanding Circle, Enric Llurda (University of Lleida, Spain) and Guzman Mancho-Barés (University of Lleida, Spain)
15. World Englishes and Critical Pedagogy: Reflections on Paulo Freire's Contributions to the Brazilian National English as a Lingua Franca (ELF) Curriculum, Savio Siqueira (Bahia Federal University, Brazil) and Telma Gimenez (Universidade Estadual de Londrina, Brazil)
16. Teaching English from a Critical Intercultural Perspective: An Experience with Afro Colombian and Indigenous Students, Claudia Gutiérrez (University of Washington, USA), Janeth Ortiz and Jaime Usma (Universidad de Antioquia, Colombia)
17. English Medium Instruction and Language Planning in Post-Colonial Contexts: Implications for Heritage Language Development, Nkoko Kamwangamalu (Howard University, Washington, USA)
Index

Yasemin Bayyurt is Professor of Applied Linguistics at Bogaziçi University, Turkey.
General Editor: Mario Saraceni, University of Portsmouth, UK

Bloomsbury World Englishes offers a comprehensive and rigorous description of the facts, implications and contentious issues regarding the forms and functions of English in the world. International experts cover a diverse range of varieties and topics, offering a more accurate understanding of English across the globe and the various social contexts in which it plays a significant role. With volumes dedicated to research paradigms, language ideologies and pedagogies, the collection pushes the boundaries of the field to go beyond traditional descriptive paradigms and contribute to moving research agendas forward.

Volume 3: Pedagogies addresses the teaching of English as a world language. Chapters in this volume consider the teaching and learning of English(es) from a range of perspectives and on the basis of experiences and research from many parts of the world.