Issues with the Current State of the ELT Industry: Why This is the Right Time for My Book

This month we published Antisocial Language Teaching by JPB Gerald. In this post, the author explains why the time is ripe for his book to be released.

Anyone who is affiliated with language education in some capacity is likely aware that there are issues in the field. Depending on your vantage point and level of progressiveness, those issues generally include hierarchical and exclusionary practices such as native-speakerism, so-called “accent reduction”, and the policies that descend from raciolinguistic ideologies, or the association of deficient language with marginalized racial groups. We language scholars and practitioners have, in articles and presentations and books, been trying to address these issues for decades now, and yet many of these barriers remain firmly in place. In my new book, Antisocial Language Teaching: English and the Pervasive Pathology of Whiteness, I make the argument for why we seem to be so ideologically stubborn.

Simply put, all of the issues above – to which you can add the ravages of capitalism and the way that colonialism continues to shape our field – are tied to the belief that certain people and groups are inherently disordered and in need of correction. My own research is based around the intersection of race, disability, and language, but, though it does not factor into my book, you can add religion and gender and other axes of oppression to this as well. Unfortunately, we have been forced to reform our field inch by inch, focusing on intertwined issues separately and thus leaving the overall harmful structure in place. As a rhetorical device, I use the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders (aka DSM-5) to make the point that the way our field was built and is currently maintained could be classified as deeply disordered and only isn’t because of who currently benefits from the system as is; more specifically, I map the seven criteria of antisocial personality disorder onto the connection between whiteness, colonialism, capitalism, and ableism and how these and other -isms harm the vast majority of the students – and educators – in the field of language teaching. Whether you end up agreeing with my argument or not, I do hope you give the book a chance to both inform and entertain you, for I believe that our discipline’s conversation has yet to feature the particular angle I am putting forth, and I also believe that we will never get out of our current cycles if we don’t try something radically different, a vision I put forth towards the end of the work.

The book has just been released, and if you are interested, you can order it here. If you’d like to have a good faith conversation with me about the issues, feel free to find me on twitter: @JPBGerald.

JPB Gerald, EdD, is a graduate of the Instructional Leadership program from CUNY – Hunter College in New York, USA. He works in professional development for a not-for-profit organization.

For more information about this book please see our website.

If you found this interesting, you might also like Bilingualism for All? edited by Nelson Flores, Amelia Tseng and Nicholas Subtirelu.

Language Learning in Primary School: Positive in Theory, Negative in Practice?

This month we published Early Language Learning in Context by David Hayes. In this post the author explains the inspiration behind the book. 

This book has its origins in my experience as a teacher, teacher-trainer and researcher in a variety of countries in Asia during my career and is also influenced by my own childhood educational experiences. Research tells us that access to high quality education, particularly basic education, offers one of the most important routes out of poverty for children born into poor and/or marginalized communities. That education ideally includes the opportunity to learn another language which has many potential benefits for children. For example, it can have a positive impact on children’s general educational achievement, it can help to develop intercultural competence through learning how the new language views the world as well as helping learners to reflect on their own language and culture from a different perspective and, when children leave school, it can even provide a competitive advantage in gaining employment in certain sectors of the economy.

The language that most children are offered in schools across the globe is English, which is closely linked to national economic needs in an era of globalization. However, the English as a foreign language education that many children receive (and the largest proportion of these will be the urban and rural poor) is often very far from high quality and demotivates rather than motivates them to learn. So there is a conundrum, one which I’ve had to face in much of my work: learning another language in primary school is good for children in theory but often a negative experience in practice.

I have been involved in several projects in different countries over the years designed to improve the learning of English in state education systems which, without exception, focus on ‘improving’ teachers’ pedagogical skills and ‘upgrading’ their English language competence. Though these projects have been well-designed and have had admirable objectives, the factors involved in successful language teaching usually extend beyond ‘improving’ English teachers to those which impact education more generally. It is difficult to provide high quality English language teaching without high quality education as a whole. Hence, this book discusses foreign – primarily English – language teaching in its wider socioeducational contexts to try to understand the place of languages in those contexts and the factors that either promote successful foreign language learning or hinder it.

The book also questions the wisdom of focusing so much on a powerful international language, English, when other languages may be available locally or regionally which would carry more meaning for children in school and then perhaps be easier for them to learn. If children develop a liking for languages closer to their experience early in their schooling, this might help the learning of an international language such as English later on. My main professional concern is with the education of the children of the poor and disadvantaged and a goal of the book is to encourage reflection on more equitable provision of language learning opportunities across educational systems, as a prelude to change in those systems. Without change at the system level, (English) language learning will just be one more obstacle to achievement for the world’s poor rather than an opportunity for their advancement.

For more information about this book please see our website.

If you found this interesting, you might also like Assessment for Learning in Primary Language Learning and Teaching by Maria Britton.

Another Invitation into the Global Pracademic Landscape of Transnational ELT Research

This month we are publishing Transnational Research in English Language Teaching edited by Rashi Jain, Bedrettin Yazan and Suresh Canagarajah. In this post the editors introduce their new book, a follow-up to its sister volume Transnational Identities and Practices in English Language Teaching.

Some explorations require a follow-up act – and this is where our next collaborative editorial venture with Multilingual Matters comes in. Transnational Research in English Language Teaching: Critical Practices and Identities continues the conversation we started in its sister volume, Transnational Identities and Practices in English Language Teaching: Critical Inquiries from Diverse Practitioners, by complementing the practitioner-led self-inquiries in the first volume with inquiries by researchers looking at others’ ELT-related practices in this volume.

In West-based and West-oriented academia, a significant amount of past and recent work on transnationalism in ELT has focused primarily on specific communities of practice located within a country, such as the US or has been (de)limited to teacher education programs, with some notable exceptions. More needed to be done, as we discovered, to create a more comprehensive and inclusive understanding of the complex global ELT landscape across countries and across English language teaching and learning settings. Our second edited volume with Multilingual Matters contributes to this evolving knowledge base as an attempt to deepen our readers’ understanding of the transnational ELT landscape.

We are proud to highlight that along with us, the researchers and the participants in this volume collectively represent fifteen countries of origin: Afghanistan, China, Costa Rica, Hungary, India, Indonesia, Mexico, Russia, South Korea, Sri Lanka, Syria, Turkey, the UAE, the US and Vietnam – a truly diverse set of voices from global pracademia. Further, while many of us are currently embedded in the US, the studies in this volume showcase transnational identities and practices formed and informed by both countries – ‘home’ and ‘host’ – and include narratives that are not unidirectional (i.e. ‘home’ to ‘host’ only).

And yet, even with this diversity and our deliberate efforts to decenter our work as a site for transnational professional practice, our volume could not entirely escape inadvertently reifying some of the same inequities that it proposes to disrupt – as we explore in detail in our introduction chapter and endeavor to mitigate through the manner in which we have organized the rest of the volume, all twelve chapters, across three distinct parts: Part 1: Transnational Practices and Identities of ELLs in the US; Part 2: Transnational Practitioners and Participants in Global Contexts beyond the US; and, Part 3: Transnational Practices and Identities of TESOL Practitioners in the US.

Together, the chapters within the edited volume cover a range of qualitative research approaches and methodologies as well as span three common key themes – researchers’ reflexivity (including our own as editors, as we explore in detail in the introduction chapter), transnational participants’ sense of (un)belonging, and the overlaps between translingualism and transnationalism. We now invite you, our readers, to enter once again the transnational landscape of ELT research that we and our contributors have collectively populated with the empirical inquiries in this volume. We hope you enjoy traveling through the book and making your acquaintance with the diverse global voices and perspectives housed within the book covers!

For more information about this book please see our website.

If you found this interesting, you might also like the editors’ previous book, Transnational Identities and Practices in English Language Teaching.

The Story of “Person to Person Peacebuilding, Intercultural Communication and English Language Teaching”

This month we are publishing Person to Person Peacebuilding, Intercultural Communication and English Language Teaching by Amy Jo Minett, Sarah E. Dietrich and Didem Ekici. In this post the authors explain how the book came about.

This book began as a friendship between the authors. In 2014, Sarah shared with Didem that she wanted to provide her pre-practicum students authentic teaching practice. Didem was volunteering for an organization working with Afghan citizens who wanted to improve their English. Thus began a collaboration pairing graduate TESOL students with Afghans seeking English tutors. Tutors and students met through videoconferencing, in a space we call the virtual intercultural borderlands. After each meeting, tutors wrote reflections. The voices within those reflective journals – and their references to war, peace and intercultural communication – inspired this book.

In 2018, Amy, Sarah and Didem met for lunch. Didem was finishing her dissertation on how ESOL students developed intercultural competence by working online with Afghans. Sarah was investigating teacher development through the tutoring project. Amy, who had worked in Afghanistan, asked if she could read their data. Everyone pulled out their laptops and so the book began.

That conversation led to interviews with Afghans and tutors, analysis of reflective journals, and long virtual meetings between the authors (by now we lived far apart). By the time the pandemic had shut down most of the face-to-face world, we were confident in our discovery: that language tutoring and intercultural communication – in the virtual intercultural borderlands where Afghans and tutors met and worked – led interactants to build peace, person to person.

The participants whose voices we share in this book do not negotiate treaties or lay down weapons. They are peacebuilders, nonetheless, whose voices bring to life a constellation of elements pivotal to peacebuilding:

  • A Ukrainian-born tutor overcomes her self-acknowledged stereotypes of ‘Afghanis’ when she and her Afghan counterpart share stories of conflict in their homelands, forming a powerful new in-group;
  • A US-born tutor displays dramatic empathy when discovering her student – who was meeting her from a hot and unairconditioned office – was fasting during Ramadan and could not drink water (the tutor quickly put her water away and offered to reschedule the session);
  • An Afghan woman who was a ‘child protection officer’ describes how her tutor helped her understand guidelines in English as she implemented ‘Father Daughter Hours,’ an international initiative intended to push back against generations of gender violence present in so many Afghan families;
  • A US-born tutor learns her student’s educator parents – threatened with beheading under the Taliban – instructed their son ‘that peace will come through the ink in a pen rather than bullets from a gun.’ The tutor goes on to share this line ‘with everyone’.

On August 15th, 2021, Afghanistan fell to the Taliban. A few Afghan participants made it out during the evacuations. Others are in hiding or have fallen completely silent. Now we work for their evacuation and for the resettlement of those who made it to the US. We also remain endlessly grateful to the voices in this book, as they provide ways educators can more deliberately leverage person to person peacebuilding in the virtual intercultural borderlands of online exchange.

For more information about this book please see our website.

If you found this interesting, you might also like Peacebuilding in Language Education edited by Rebecca L. Oxford, María Matilde Olivero, Melinda Harrison and Tammy Gregersen.

An Intercultural Approach to English Language Teaching: From Margins to Mainstream

This month we are publishing the second edition of An Intercultural Approach to English Language Teaching by John Corbett. In this post the author explains what’s new in this edition.

I first started drafting what would become the first edition of An Intercultural Approach to English Language Teaching in Brazil in the autumn of 1998; it finally appeared five years later. In March 2020, at the beginning of a period of semi-isolation from the Covid pandemic, in the state of Sao Paulo, I finally got around to revisiting and revising that volume for its long-delayed second edition.

Re-reading the first edition, I realised how much things (and I) have changed. At the turn of the century, despite the work of people like Mike Byram and Claire Kramsch through the 1980s and 1990s, there was a feeling that interculturality was still a peripheral concern, at least to many English language teachers, particularly those working in commercial schools. But last year, when I told a colleague from a commercial school in Brasilia that I was revising a book on an ‘intercultural’ approach to ELT, he responded, ‘Well, is there any other way of doing it?’ Why has an intercultural approach gone, apparently, from the margins to the mainstream?

We can point at different reasons: the publication of the Common European Framework of Reference (CEFR) document, in 2001, put interculturality at least nominally at the heart of the language learning agenda; other influential documents, like the NCSSFL-ACTFL ‘can do’ statements followed its lead. But the world also changed, with digital communications and social media giving many learners, for the first time, a direct opportunity to interact with speakers of different languages, speakers who come from quite different backgrounds and hold diverse views of the world. And digital communications also gave teachers abundant access to culturally rich materials to adapt for use in their classrooms. The days of teachers laminating pages cut from magazines are largely over. English rapidly assumed the status of an international language, not a foreign language any more so much as an auxiliary language that pervaded all societies and has been appropriated by their members for a range of functions.

So…the second edition of the book addresses many of these developments. Its treatment of the CEFR and subsequent guidelines is much deeper than that of the first edition, and it acknowledges the critical backlash against ‘universalising’ accounts of interculturality that the CEFR has been said to embody. Its discussion of ethnography extends to an entirely new chapter on online exchanges and the possibilities for cultural exploration they promise, and the challenges they often set for learners and teachers alike. While trying to remain true to the framework of the first edition, the second updates the references and reframes the contents so that they are relevant to the third decade of the 21st century.

And yet, some things remain the same. The first edition was predicated on the optimistic assumption that human beings are generally inclined to be active explorers and interpreters of the worlds they inhabit and encounter. Without necessarily atomising ‘intercultural communicative competence’ as a set of abstract abilities, the second edition likewise draws upon ethnography and semiotics as key disciplines that, if developed in the classroom, will enable learners to explore those worlds more effectively and interpret them in richer ways. The contents of the book might have been thoroughly overhauled, but I hope that its optimism remains intact.

John Corbett
BNU-HKBU United International College
johnbcorbett@uic.edu.cn

For more information about this book please see our website.

If you found this interesting, you might like Person to Person Peacebuilding, Intercultural Communication and English Language Teaching by Amy Jo Minett, Sarah E. Dietrich and Didem Ekici.

An Invitation into the Global ELT Landscape of Transnational Pracademics

This month we published Transnational Identities and Practices in English Language Teaching edited by Rashi Jain, Bedrettin Yazan and Suresh Canagarajah. In this post the editors introduce the book.

Globalization is truly changing the world as we know it as cross-border migrations of people become increasingly common. International migrations are also no longer unidirectional, nor entail the giving up of ‘old’ affiliations in order to acquire ‘new’ ones. Many transnational migrants maintain deep connections with their ‘home countries’ while simultaneously constructing new ones with their ‘host countries’ (Levitt, 2004), while others transcend these static nation-state boundaries entirely to navigate the “liminal spaces between communities, languages, and nations” (Canagarajah, 2018, p. 41).

The field of second and foreign language pedagogy, especially, includes transnational practitioners with complex personal-professional histories that, in turn, impact how these practitioners construct their identities and engage in practices across diverse contexts. TESOL practitioners also work frequently with students who are migrants themselves. These participants – language learners, teachers, teacher educators, administrators – may already be engaged in reimagining ‘home’ as an idea that is beyond a geographical location (Jain, 2021), as well as problematizing traditional notions around ‘center’ and ‘periphery’, ‘native’ and ‘nonnative’, ‘researcher’ and ‘practitioner’, and ‘practitioner’ and ‘academic’.

As proud co-editors of Transnational Identities and Practices in English Language Teaching, we envision the term ‘practitioner’ as encompassing all those who engage in the practices of TESOL, including but not limited to those who teach English language learners of all ages and across diverse contexts, those who educate teachers and administrators planning to pursue careers in TESOL, those who research TESOL contexts, and those who theorize about these contexts. Further, these practices are not mutually exclusive and by engaging in different practices within (and beyond) TESOL, many dynamic practitioners and academics create areas of overlap, span boundaries, and become brokers between different communities of practice (Wenger, 1998), thus also essentially becoming transnational pracademics – an equitable amalgamation of the practitioner and academic identities inhabiting transnational spaces.

As we move more deeply into the 21st century, transnational TESOL practitioners are thus creatively negotiating ‘liminal’ spaces, charting new trajectories, crafting new practices and pedagogies, constructing new identities, and reconceptualizing ELT contexts. In the process, the transnational landscape of TESOL (Jain, Yazan, & Canagarajah, 2021) is being agentively changed from within – as the contributions that comprise the volume illustrate. This edited volume is thus both a critical and an accessible compilation of transnational narratives. Too often, scholarly publications tend to be inaccessible, in terms of both content and scholarship, to a large part of the very populations theorized about. We have, instead, endeavored to create a space for voices that truly move the field forward in ways that are approachable for all participants.

Our volume serves as a community space where narratives of transnational TESOL practitioners and participants may find a permanent home, with narratives ranging from autoethnographies to self-study reports and from theoretical pieces to empirical accounts. We are thrilled to invite you to read the volume with its rich, diverse narratives and perspectives spanning the global ELT landscape.

Rashi Jain, Bedrettin Yazan and Suresh Canagarajah

For more information about this book please see our website.

If you found this interesting, you might also like The Complexity of Identity and Interaction in Language Education edited by Nathanael Rudolph, Ali Fuad Selvi and Bedrettin Yazan.

Why Choose Duoethnography as a Research Method?

This month we published Duoethnography in English Language Teaching edited by Robert J. Lowe and Luke Lawrence. In this post the editors explain what duoethnography is and why you might choose it as a method for research.

Duoethnography as a best-fit method for research

Duoethnography is an emerging qualitative research method that involves two researchers working together to harness the power of dialogue and the researchers’ own lived experiences to uncover new insights and challenge grand narratives. Here we talk about how we came to duoethnography, lay out the main characteristics of the method and offer it up as a method of best-fit, especially for new researchers.

Finding a research method

Finding an appropriate research method, especially for new and emerging scholars, can be one of the most challenging aspects of carrying out any research. You might have read up on all the literature, found an area in your field that you are passionate about, and come up with a great idea for a project – but then the problems start! One problem is simply finding the confidence that you have the skills to carry out the research, and another is that the research methods available don’t seem to fit what you want to do. For us, although there were a number of alternative qualitative research methods out there, the problem we found was that our own voices and experiences – the very people whose knowledge and experience had inspired the research projects in the first place – were shut out at every turn.

How we came to duoethnography

We both came to duoethnography when we found that our own personal experiences didn’t quite chime with what we were reading in the literature. However, there didn’t seem to be an academic frame within which to explore these experiences. As well as not seeing our own experiences reflected in what we were reading about and studying, we also realised that our individual experiences were just that: individual experiences. Although valuable and valid in their own right, they would benefit by being juxtaposed with the experiences of others, preferably someone coming from a different background or perspective.

Key points of duoethnography

Duoethnography is designed to be simple enough for beginner researchers to try out, but also sophisticated enough to handle the complexity of the modern ELT and applied linguistics field. Although it is flexible to individual needs and style, some key points of carrying out a duoethnography are:

  • The self as research site – in duoethnography the researchers and their personal histories are the site of the research, but not the topic
  • Dialogic – conversation and dialogue are used to explore topics. These dialogues are then reconstructed into readable and accessible scripts
  • Requires trust – due to the often intimate and personal nature of duoethnography, trust between researchers is very important
  • Disrupts grand narratives – duoethnograhy uses personal stories to question taken-for-granted ideas

At first glance duoethnography may seem like an unorthodox method of research, but we believe that as researchers, rather than bending to outdated methods that are ill-fitting for what we want to do, it is best to find the research method that best fits our own needs. Duoethnography is a flexible, accessible method of research that any researcher, whether just starting out or a veteran in the field, can make use of to find their their own voice and forge their own path in ELT.

Robert J. Lowe and Luke Lawrence

For more information about this book please see our website.

If you found this interesting, you might also like Critical Reflections on Research Methods edited by Doris S. Warriner and Martha Bigelow.

Exciting New Multilingual Matters Titles for 2020

We can’t believe the first month of 2020 is almost over! It seems like only yesterday we were decorating the office and singing along to our Christmas playlist. However, if January has seemed like a very long month to you, we have plenty of exciting new titles coming up to fend off the winter blues. Here’s a selection of what we’ve got in store for you this spring…

Global TESOL for the 21st Century by Heath Rose, Mona Syrbe, Anuchaya Montakantiwong and Natsuno Funada

This book explores the impact of the spread of English on language teaching and learning. It provides a framework for change in the way English is taught to better reflect global realities and to embrace current research. The book is essential reading for postgraduate researchers, teachers and teacher trainers in TESOL.

Speaking Spanish in the US by Janet M. Fuller and Jennifer Leeman

This book introduces readers to basic concepts of sociolinguistics with a focus on Spanish in the US. The coverage goes beyond linguistics to examine the history and politics of Spanish in the US, the relationship of language to Latinx identities, and how language ideologies and policies reflect and shape societal views of Spanish and its speakers.

Teaching Adult Immigrants with Limited Formal Education edited by Joy Kreeft Peyton and Martha Young-Scholten

This book aims to empower teachers working with adult migrants who have had little or no prior formal schooling, and give them the information and skills that they need to reach the highest possible levels of literacy in their new languages.

Essays on Conference Interpreting by James Nolan

This book, drawing on the author’s 30-year career, seeks to define what constitutes good interpreting and how to develop the skills and abilities that are conducive to it. It places interpretation in its historical context and examines the uses and limitations of modern technology for interpreting.

 

The Dynamics of Language and Inequality in Education edited by Joel Austin Windle, Dánie de Jesus and Lesley Bartlett

This book contributes new perspectives from the Global South on the ways in which linguistic and discursive boundaries shape inequalities in educational contexts, ranging from Amazonian missions to Mongolian universities, using critical ethnographic and sociolinguistic analyses.

The Emotional Rollercoaster of Language Teaching edited by Christina Gkonou, Jean-Marc Dewaele and Jim King

This book focuses on the emotional complexity of language teaching and how the diverse emotions that teachers experience are shaped and function. The book covers a range of emotion-related topics on both positive and negative emotions, including emotional labour, burnout, emotion regulation, resilience, emotional intelligence and wellbeing.

 

Seen something you like? All these titles are available to pre-order on our website and you can get 50% off this month when you enter the code JANSALE at the checkout!

Global Englishes in Asia: 10 Things for Language Teachers to Take Away

This month we published Critical Perspectives on Global Englishes in Asia edited by Fan Fang and Handoyo Puji Widodo. In this post the editors list 10 important things for language teachers to take away from the book.

As language researchers and practitioners, we frequently encounter the unequal use of languages where different languages co-exist. This inequality happens because some languages are deemed as dominant or major languages, while others are considered minor or underrepresented languages from socio-historical and socio-political perspectives. In more multilingual contexts, socio-economic and cultural globalisation exerts influence upon the status of a particular language. For example, English has gained popularity as an international language, a transcultural language, and a global lingua franca in which people of different countries with different linguistic and cultural backgrounds interact with each other for different purposes, such as education, business and tourism.

Critical Perspectives on Global Englishes in Asia reframes our English language education by situating the theory of Global Englishes into English language policy, curriculum, pedagogy and assessment. Here are 10 important things for language teachers to take away from the book:

  1. Raising a critical awareness of the global spread of English to challenge the ownership of English – as English is used as a global language, no certain country can really own the language
  2. Going beyond the prescribed language curriculum to experience real-life communication with people of different lingua-cultural backgrounds – it is important to go beyond classroom instruction and encourage independent learning for learners to discover linguistic and cultural diversity
  3. Engaging with both native and non-native English accents themselves and providing such accent exposure to students – this is of pivotal importance because many textbooks today still focus (only) on Anglophone varieties of English and may serve as an agent of the native speakerism ideology
  4. Focusing on communication strategies instead of teaching dominant English accents through drilling from a de-contextualised approach. Language teachers may teach students how to re-appropriate their own English accents
  5. Understanding and introducing local varieties and other varieties of Englishes so that students can increase their awareness of different Englishes used in different countries
  6. Designing curricula that fit their students’ needs and goals of English learning – it is important to contextualise ELT practices
  7. Designing testing and assessment that contextualise the situation of learning and reflect students’ needs. Language assessment can be New Englishes-sensitive
  8. Understanding linguistic and cultural diversity and respecting students’ use of L1 and translanguaging practices – learners’ linguistic resources should be recognised instead of reinforcing an English only classroom
  9. Challenging the fixed native speakerism model and norm of English language teaching – such awareness should also be developed in job application and recruitment processes
  10. Challenging the native/whiteness privilege and non-native/race marginalisation to readdress both teachers’ and students’ identities

This edited volume both theoretically and practically addresses various issues and involves both established and emergent scholars to present a critical perspective of English language education in the Asian context. We understand that such ‘things to take away’ may not be generalised in every context. The issue, however, is how language educators, policymakers, and recruiters view the English language from an ecological perspective to respect multilingualism and multiculturalism.

 

For more information about this book please see our website.

If you found this interesting, you might also like English as a Lingua Franca for EFL Contexts edited by Nicos C. Sifakis and Natasha Tsantila.

Filling the Gap in Research into Teacher Education for YL Language Teachers

We recently published Early Language Learning and Teacher Education edited by Subhan Zein and Sue Garton. In this post Sue explains the inspiration behind the book.

Up until recently, I think it is fair to say that Teaching English to Young Learners (TEYL) was very much a neglected area of research in English Language Teaching (ELT) and Applied Linguistics. It was even more neglected if we look at languages other than English. Fortunately, as Fiona Copland and I noted in our introduction to the 2014 ELT Journal Special Issue, that has changed quite rapidly over the last few years, for English at least, to the extent that we can perhaps say that the field has experienced something of a coming of age. This can be seen, I think, in such milestones as that ELTJ Special Issue as well as a Language Teaching’s 2015 State-of-the-Art article by Yuko Butler reviewing research in East Asia from 2004-2014 and the recent Routledge Handbook of Teaching English to Young Learners published last year.

However, in all this very welcome activity, one area that still seems to attract less attention is that of teacher education for teachers of young learners (YLs), and it is this lack of attention that was the inspiration for this volume. There are, of course, some very notable exceptions, such as Helen Emery’s 2012 report for the British Council, and the work of my co-editor, Subhan Zein. However, the body of published research remains limited and yet the education, development and training of language teachers in primary schools is of paramount importance.

So that is why we decided the time was ripe for a volume of research into teacher education for YL language teachers. Note here that we say ‘language teachers’ not ‘English language teachers’. From the start, we were committed to preparing a volume that recognised that language teaching is not only English language teaching. Chapters about English teaching dominate because that is the reality we live in, but there are also chapters about teacher education for teachers of French, German and Spanish in the UK and for teachers in bi-lingual/multi-lingual education in Turkey (Turkish-Italian), Kazakhstan (Kazak -English–Russian) and the USA (Spanish–English). A global perspective was also important to us. Following my involvement in the 2011 British Council project on Investigating Global Practices in Teaching English to Young Leaners, I was ever more strongly convinced of the relevance of the local to the global and the importance of the idea of resonance – that the experiences of teachers and teacher educators in one context can resonate strongly with those in an apparently very different context, and that we can all learn a lot from each other. That is why we have chapters from Australia, Hong Kong, Indonesia, Japan, Kazakhstan, Vietnam, Taiwan, Turkey, the UK, the USA.

The diversity and variety of the chapters in the book are, I feel, one of its biggest strengths and, although this might seem contradictory, its biggest unifying factor, and we sincerely hope that the research presented will resonate with readers both in similar contexts and in very different ones.

For more information about this book please see our website. If you found this interesting, you might also like Early Instructed Second Language Acquisition edited by Joanna Rokita-Jaśkow and Melanie Ellis.