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Second Handbook of English Language Teaching

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Cover of 'Second Handbook of English Language Teaching'

Table of Contents

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    Book Overview
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    Chapter 1 English Language Teaching in North American Schools
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    Chapter 3 The Struggle for Balance: Policy Borrowing and Continuous Reform in the Practice of English Language Teaching in the Gulf Cooperation Council (GCC) Countries
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    Chapter 4 Behind the Sand Castle: Implementing English Language Teaching Policies in Japan
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    Chapter 5 “English Divide” and ELT in Korea: Towards Critical ELT Policy and Practices
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    Chapter 6 Shifting from Teaching the Subject to Developing Core Competencies Through the Subject: The Revised Senior Middle School English Curriculum Standards (2017 Edition) in China
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    Chapter 7 English Medium Instruction in Higher Education: The Role of English as Lingua Franca
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    Chapter 9 Teaching English as a Third Language
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    Chapter 10 Language Ideologies, Language Policies, and English-Language Teaching in Russia
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    Chapter 11 Promoting Intercultural Competence in English Language Teaching: A Productive Bilingualism Perspective
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    Chapter 12 English Language Teaching in Brazil: An Overview of Educational Policies and Innovative Computer-Assisted Language Learning (CALL)-Related Projects
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    Chapter 13 Problematizing the Linguistic Goal in English Language Curricula
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    Chapter 14 Critical Literacy as a Pedagogical Goal in English Language Teaching
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    Chapter 15 Developing Language Curricula for Young Language Learners
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    Chapter 16 Languaging and Translanguaging for English Language Teaching
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    Chapter 17 English as an Additional Language: Integrating School-Aged Learners into Mainstream Curriculum
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    Chapter 18 EALD Students at University Level: Strengthening the Evidence Base for Programmatic Initiatives
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    Chapter 19 English for Specific Purposes: Some Influences and Impacts
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    Chapter 20 An Interdisciplinary and Contextual Approach to Teaching Adults English in the Workplace
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    Chapter 21 Using Assessment to Enhance Learning in English Language Education
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    Chapter 22 English Language Teacher Assessment Literacy in Practice
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    Chapter 23 Dynamic Assessment: Co-constructing the Future with English Language Learners
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    Chapter 24 Assessment of Young English Learners in Instructional Settings
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    Chapter 25 Standardized Language Proficiency Tests in Higher Education
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    Chapter 26 Postentry English Language Assessment in Universities
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    Chapter 27 Feedback for Enhanced English Language Learning
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    Chapter 28 English Language Teaching in China: Developing Language Proficiency Frameworks
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    Chapter 30 Fairness and Social Justice in English Language Assessment
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    Chapter 31 Teaching Young Language Learners
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    Chapter 32 The Adolescent English Language Learner: Identities Lost and Found
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    Chapter 33 Understanding English Language Learners’ Pragmatic Resistance
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    Chapter 34 Imagined Communities, Identity, and English Language Learning in a Multilingual World
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    Chapter 35 Mediating L2 Learning Through Classroom Interaction
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    Chapter 36 Creating a Motivating Classroom Environment
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    Chapter 37 Language Learning Strategies: Insights from the Past and Directions for the Future
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    Chapter 38 Autonomy and Its Role in English Language Learning: Practice and Research
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    Chapter 39 Creating a Technology-Rich English Language Learning Environment
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    Chapter 40 Language Learner Engagement: Setting the Scene
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    Chapter 41 Pronunciation in English as Lingua Franca
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    Chapter 42 Current Perspectives on Vocabulary Teaching and Learning
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    Chapter 43 A Relevant Pedagogic Grammar for Today’s Classrooms
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    Chapter 44 Comprehending Speech Genres for the Listening Classroom
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    Chapter 45 Student Writing in Higher Education
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    Chapter 46 Digital Literacies for English Language Learners
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    Chapter 47 Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching
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    Chapter 48 English Learners with Disabilities: Linguistic Development and Educational Equity in Jeopardy
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    Chapter 49 Applications of Usage-Based Approaches to Language Teaching
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    Chapter 50 Content and Language Integrated Learning in Hong Kong
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    Chapter 51 Qualitative Approaches to Classroom Research on English-Medium Instruction
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    Chapter 52 Action Research in English Language Teaching: Contributions and Recent Developments
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    Chapter 53 “Research by Design”: Forms of Heuristic Research in English Language Teaching
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    Chapter 54 The What and How of English Language Teaching: Conversation Analysis Perspectives
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    Chapter 55 Autoethnography and Ethnography in English Language Teaching
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    Chapter 56 Critical Research in English Language Teaching
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    Chapter 57 Feeling Rules and Emotion Labor: A Poststructural-Discursive Approach to English Language Teachers’ Emotions
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    Chapter 58 Teacher Learning and Technology-Enhanced Teacher Education
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    Chapter 59 Language Teacher Cognition: Perspectives and Debates
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    Chapter 60 Instructed Second Language Acquisition and English Language Teaching: Theory, Research, and Pedagogy
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    Chapter 61 Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China
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    Chapter 62 The Global Scope and Politics of English Language Teaching: Section Introduction
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    Chapter 63 The Goals and Focus of the English Language Teaching Program: Section Introduction
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    Chapter 64 Assessment and Evaluation in English Language Teaching: Section Introduction
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    Chapter 65 The Learner and the Learning Environment: Section Introduction
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    Chapter 66 Constructs of Language in English Language Teaching: Section Introduction
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    Chapter 67 Research and Teacher Education in English Language Teaching: Section Introduction
Attention for Chapter 26: Postentry English Language Assessment in Universities
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Chapter title
Postentry English Language Assessment in Universities
Chapter number 26
Book title
Second Handbook of English Language Teaching
Published by
Springer, Cham, January 2019
DOI 10.1007/978-3-030-02899-2_26
Book ISBNs
978-3-03-002897-8, 978-3-03-002899-2
Authors

John Read

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