Global Englishes language teaching:Bottom-up curriculum implementation

In today's globalised world, the needs of English language learners have changed, particularly those learning to use the English language as a lingua franca. Growing research showcasing the global use of English as a lingua franca (ELF), the creativity of ELF users, and the diverse ways in which they negotiate successful communication in multilingual encounters has numerous implications for the field of TESOL. This article reports on a study with preservice and in‐service TESOL practitioners taking a Global Englishes for Language Teaching (GELT) option course in a 1‐year Master's in TESOL programme at a Russell Group university in the United Kingdom. The study explores attitudes towards GELT but also towards the proposals for, and barriers to, curriculum innovation as well as factors influencing such attitudes. Interviews (n = 21) and questionnaires (n = 47) revealed that attitudes remain norm bound, yet the study revealed a positive orientation towards GELT and provided insights into the feasibility of GELT‐related curriculum innovation and teacher education syllabus design. The study calls for more research with preservice and in‐service TESOL practitioners at different stages of the innovation process to ensure successful and sustainable GELT curricular innovation

Research Methodologies and Business Discourse Teaching

This chapter will:; ; ; Define English for specific purposes and indicate the specific ways in which it has been influential on business discourse teaching;; ; ; Discuss the most relevant approaches to genre analysis that have been used in business discourse teaching;; ; ; Explore the most relevant approaches to critical discourse analysis and organizational rhetoric for business discourse teaching;; ; ; Identify the most relevant aspects of multimodal discourse analysis for business discourse teaching;; ; ; Provide a case study that illustrates the use of one approach to business discourse teaching, showing how practitioners can incorporate it into their classroom- or consultancy-based ideas

Teachers' perceptions of the value and their practices in teaching pragmatics including the use of authentic texts

Research shows that even learners with advanced levels of grammatical competence may still experience pragmatic difficulties (Bardovi-Harlig & Dornyei, 1998) and that some form of explicit instruction is helpful for acquisition (Kasper & Roever, 2004). The investigation was conducted in a tertiary level educational setting in Auckland. Data for the study were drawn from questionnaires and interviews with teachers from a range of academic, vocational and community focused English language programs. In this paper, we provide a summary of the objectives and design of the study and we focus on findings related to three key issues: areas in which pragmatics-focused materials are seen as lacking; barriers to teachers’ use of authentic texts in teaching pragmatics and the methods and activities teachers use in teaching pragmatics, including a range of methods and activities that are well known and some that are less well known. This research has been funded by AKO Aotearoa and it is the preliminary stage of a broader scale action research project in which teachers working as research participants develop and evaluate their own pragmatics-focused materials based on authentic listening texts

The role of teacher consultation in teacher education: a teacher development project focused on designing and evaluating pragmatics-focused instructional materials

Limited knowledge of pragmatics (the socio-cultural 'rules' of interaction in a community and how they are realised in language) can constitute a barrier to successful communication in a second language (Eslami-Rasekh, 2005; Yates, 2008), particularly for advanced learners whose pragmatic mistakes are regarded as more serious than grammatical errors by native speakers (Bardovi-Harlig and Dornyei, 1998). Recent research indicates that L2 pragmatics can be taught and are in general best learned by explicit instruction (Jeon and Kaya, 2006)

SOLID-STATE POLYMERIZATION OF BIS(TRICHLOROPHENOXO) COBALT(II) COMPLEX TO GIVE POLY(DICHLOROPHENYLENE OXIDE)

Synthesis of four-coordinated (tetrahedral) trichlorophenol cobalt(II) complex with neutral ligand pyridine was achieved from the aqueous solution and its characterization was performed by UV-visible, IR spectral and CHN analysis. Solid state thermal polymerization of the complex was accomplished first at constant temperature employing different time intervals and secondly at constant decomposition time. The poly(dichlorophenylene oxide)s so synthesized were characterized by IR, H-1 NMR and C-13 NMR spectral analysis, T(g) determination, as well as measurement of molecular weight by a viscometric method

Dialogic stance in higher education seminars

This study explored factors which influence the dialogic interaction in seminar events. Leftsein and Snell’s (2013) multi-dimensional conceptualisation of dialogue was used to examine how university tutors valued dialogic interaction in higher education seminars. Values were evidenced in tutors’ stimulated recall interviews based on reflections of their seminar practice. As would be expected, the reflective accounts revealed different orientations towards dialogue. However, accounts also revealed how tutors managed dialogic tensions between values, contextual constraints and disciplinary aims. This paper highlights the affordances of data-led tutor reflection on classroom practice as an effective way to raise awareness of talk in seminars and ultimately engage higher education teachers in talking about talk

Academic Evaluation: Review Genres in University Settings

Academic criticism can be highly fraught and face threatening, potentially wounding to the reviewed author and disruptive to the discipline, but it occurs routinely in review genres. This book explores how academics publically evaluate each others’ work. Focusing on blurbs, book reviews, review articles, and literature reviews, the international contributors to the volume show how writers manage to critically engage with others’ ideas, argue their own viewpoints, and establish academic credibility while simultaneously navigating these risky interactions. The book comprises twelve chapters written by experts from eight countries and addresses the following topics:· the role of evaluation and argument in reviews· interpersonal aspects of review discourses· the connections of evaluation to disciplinary cultures and language· the expression of evaluation in different languages· diachronic change in review discourses · the role of power and interest in academic reviews· evaluation of discourse approaches to either student need