Teaching English Language Variation in the Global Classroom

Teaching English Language Variation in the Global Classroom offers researchers and teachers methods for instructing students on the diversity of the English language on a global scale. A complement to Devereaux and Palmer's Teaching Language Variation in the Classroom, this collection provides real-world, classroom-tested strategies for teaching English language variation in a variety of contexts and countries, and with a variety of language learners.
Each chapter balances theory with discussions of curriculum and lesson planning to address how to effectively teach in global classrooms with approaches based on English language variation. With lessons and examples from five continents, the volume covers recent debates on many pedagogical topics, including standardization, stereotyping, code-switching, translanguaging, translation, identity, ideology, empathy, and post-colonial and critical theoretical approaches. The array of pedagogical strategies, accessible linguistic research, clear methods, and resources provided makes it an essential volume for pre-service and in-service teachers, graduate students, and scholars in courses on TESOL, EFL, World/Global Englishes, English as a Medium of Instruction, and Applied Linguistics.

Michelle D. Devereaux is Associate Professor of English Education at Kennesaw State University, USA. Chris C. Palmer is Professor of English at Kennesaw State University, USA.

Part 1: Methods and Strategies Chapter 1: English Words in the English World: Integrating World Englishes in the Linguistics Classroom Luca Raimondi, King's College London, UK and University of the Witwatersrand, Johannesburg, South Africa Chapter 2: Using Learning Stations at College: An Introduction to Linguistic Shift and Change for English Proficiency Development Yolanda Morató, University of Seville, Spain Chapter 3: Balancing the Focus on Local and Global Varieties of English: Can Teaching Pedagogy Take the Multilingual Turn? Aicha Rahal, Aix-Marseille University, France Chapter 4: Translation as an Asset to Raise Global Englishes Awareness in the English Classroom Elif Kemaloglu-Er, Adana Alparslan Türke? Science and Technology University, Turkey Chapter 5: Practical Suggestions for Integrating Translanguaging in Secondary EFL: Using a Wordless Picture Book and Book Club Discussions Eun Young Yeom, University of Georgia, USA Chapter 6: L1 Use and Translanguaging in ELL Peer Interaction: A Problem or a Useful Tool? Dmitrii Pastushenkov, Michigan State University, USA, Curtis A. Green-Eneix, Michigan State University, USA, and Olesia Pavlenko, Kent State University, USA Part 2: Literature and Writing Chapter 7: A Conversation-Analytic Approach to Translanguaging Practices in Literature Courses in Turkish Higher Education Vildan ?nci-Kavak, Gaziantep University, Turkey, and Yasemin K?rkgöz, Çukurova University, Turkey Chapter 8: The Subtle Case of Beirut: Translingualism in the English-Medium Undergraduate Literature Classroom Salma Yassine and Vicky Panossian, Lebanese American University, Lebanon Chapter 9: Integrating Global Englishes into Literature and Writing Units: Advice for Secondary Teachers Victoria E. Thompson, Riverwood International Charter School, Georgia, USA Chapter 10: Language Diversity, Cross-Cultural Awareness, and Digital Media in the Writing Classroom Florence Elizabeth Bacabac, Dixie State University, USA Chapter 11: Trans-/multilingual Language in Different Contexts: Using Scaffolding to Assist Multilingual Learners Verbra Pfeiffer, University of South Africa, South Africa Part 3: Perceptions and Ideologies Chapter 12: Speak Locally, Listen Globally: Training Listeners to Understand the Diverse Accents of Englishes Around the World Vance Schaefer, The University of Mississippi, USA, and Isabelle Darcy, Indiana University, USA Chapter 13: Implementing Global Englishes Real-World Activities in a Thai Tertiary Setting Yusop Boonsuk Eric A. Ambele, Prince of Songkla University, Thailand Chapter 14: Code-Switching in Hong Kong: Key to Implementing a Hong Kong English Curriculum? Ka Long Roy Chan, The Hong Kong Polytechnic University, Hong Kong Chapter 15: Translanguaging in University Direct-Entry Pathway English Courses: An Australian Case Michelle Ocriciano, The University of Queensland, Australia Chapter 16: Globa