Innovation and change in English language education

Questions about what to teach and how best to teach it are what drive professional practice in the English language classroom. Innovation and change in English language education addresses these key questions so that teachers are able to understand and manage change to organise teaching and learning more effectively.
The book provides an accessible introduction to current theory and research in innovation and change in ELT and shows how these understandings have been applied to the practical concerns of the curriculum and the classroom. In specially commissioned chapters written by experts in the field, the volume
sets out the key issues in innovation and change and shows how these relate to actual practice
offers a guide to innovation and change in key areas grounded in research
relates theory to practice through the use of illustrative case studies and examples
brings together the very best scholarship in TESOL and language education from around the world
This book will be of interest to upper undergraduate and graduate students in applied linguistics, language education and TESOL as well as pre-service and in-service teachers, teacher educators, researchers and administrators keen to create and manage teaching and learning more effectively.

Ken Hyland is Chair Professor of Applied Linguistics and Director of the Centre for Applied English Studies at the University of Hong Kong. He has published over 160 articles and 20 books on language teaching and academic writing and is co-editor of Applied Linguistics. Lillian L. C. Wong is a senior lecturer in the Centre for Applied English Studies at the University of Hong Kong. She also researches innovations in English language teaching and learning and is a member of the Board of Directors of TESOL International Association.

Contents Author Bios Preface Introduction: Innovation and implementation of change Ken Hyland & Lillian Wong (University of Hong Kong) Section 1: Conceptions and contexts of innovation and change 2. Models of change and innovation Chris Kennedy (University of Birmingham, UK) 3. Contexts of change Numa Markee (University of Illinois at Urbana-Champaign, USA) 4. Cultures of change: appropriate cultural content in Chinese school textbooks Yafu Gong (China National Institute for Educational Research, China) & Adrian Holliday (Canterbury Christ Church University, UK) 5. The management of change Alan Waters (Lancaster University, UK) & Maria Luz C. Vilches (Ateneo de Manila University, Philippines) Section 2: Innovation and change in teacher education 6. Innovation through teacher education programmes Karen E. Johnson (Pennsylvania State University, USA) 7. Innovation through action research and teacher-initiated change Anne Burns (Aston University, UK and University of New South Wales, Australia) 8. Reflective teaching as innovation Kathleen M. Bailey and Sarah E. Springer (Monterey Institute of International Studies, USA) 9. Teacher thinking, learning, and identity in the process of change Donald Freeman (University of Michigan, USA) Section 3: Innovation and change in the language curriculum 10. Innovation in language policy and planning: Ties to English language education Joseph Lo Bianco (University of Melbourne, Australia) 11. Change and innovation in primary education Beverly Derewianka (University of University of Wollongong, Australia) 12. Innovation in secondary education: a case of curriculum reform in Hong Kong David Carless and Gary Harfitt (University of Hong Kong) 13. Higher education constraints on innovation Denise E. Murray (Macquarie University, Australia) Section 4: Innovation and change in teaching practice 14. Innovation in materials development Brian Tomlinson (Leeds Metropolitan University, UK) 15. Corpora, innovation and English language education Ken Hyland (University of Hong Kong) 16. Innovation in the young learner classroom David Nunan (University of Hong Kong) 17. Technological innovation and teacher change: IT in teacher professional development Lillian L. C. Wong (University of Hong Kong) 18. Innovation in Assessment: Common Misconceptions and Problems Chris Davidson (University of New South Wales, Australia)