This month we published Innovation in University-Based Intensive English Programs edited by Jason Litzenberg. In this post Jason introduces the book.
Intensive English Programs (IEPs) are special types of English Language Programs that serve international students who want to take part in US higher education, although many IEPs also frequently offer short-term English language programming as “study abroad” opportunities. IEPs are a common feature of US higher education, used by institutions for bridging students into English-only classrooms. IEPs exert wide-ranging impact on the wider field of English Language Teaching: Researchers and academics in applied linguistics from around the world attest to having begun their careers in IEPs. Moreover, IEPs are sites of language acquisition research, provide practicum experience to pre-service teachers, and link theory and practice through curricular innovation and experimentation.
Innovation in University-based Intensive English Programs: From Start to Future begins with three chapters that trace the early beginnings of IEPs in the US to present day. It then considers the impact of these programs across topics such as applied linguistics, higher education, pedagogy, professionalism, the local community, social responsibility, corporatization, raciolinguistics, international relations and technology. The book ends with a forward-looking chapter inferring directions for future programs. The volume specifically looks at the concept of innovation, but also never really defines the term. Instead, contributors present their own conceptualizations of innovation through the content of their chapters, highlighting the range of ways that IEP professionals interpret their relationship to innovation in their area of expertise.
Even though the book mostly looks at language programs in the United States, the integrative and wide-ranging subject matter of the chapters is relevant to ELT professionals at all types of English language programs around the world (e.g. adult and community education programs, binational centers, international schools, proprietary language schools, and so forth). That is, regardless of the actual type of English language program where one might work, ELT professionals will find relevancy in these chapters. This book expands upon other publications about IEPs and English Language Programs in that it is less oriented toward program administrators (although certainly of interest to them!), and it doesn’t use IEPs as an anonymous (or often merely convenient) backdrop for research. Indeed, by considering language program operations and their relationship to the wider field, this volume is of interest to language instructors, pre-service teachers, and teacher educators and researchers who wish to contextualize their work. The final chapter of the book encourages practitioners to engage in “conscientious innovation” toward a more socially just and sustainable profession – a reassuring message that is sure to impact the careers of both current and future teachers.
For more information about this book please see our website.
If you found this interesting, you might also like Antisocial Language Teaching by JPB Gerald.