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Global ELT coursebooks: A comparative study to examine if there has been any shift in proportion of cultural content in a 1st and 4th edition of English File

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Stephen B.
Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies
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2020
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vol. 14
29-56
EN
In the context of English as a global language, more and more people are learning it for the purposes of L2 to L2 communication. Criticism of global coursebooks is that they still operate within an ESL, native-speaker model. This article explores the arguments that these textbooks are culturally biased in favour of the target culture. The literature and studies show that publishers have not reacted to the changes that have happened to the international nature of English, nor have they made any amendments to the content of global coursebooks in reaction to criticism. A comparative content analysis was conducted on a first edition of English file (Latham-Koenig and Oxenden 1996) and a fourth edition of the same publication (Latham-Koenig et al. 2020) to examine what changes have been made with regard to the proportion of cultural content contained. The findings agreed with previous related studies; however, there was observation of a shift from the proportion of British target culture in favour of neutral, universality of culture. This article goes on to advocate the inclusion of more localised content or at least activities which encourage the inclusion of L2 culture.
2
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SAME TIME SAME PLACE: DO MALL CLASSROOMS EXIST?

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Byrne J.
Teaching English with Technology
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2016
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vol. 16
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issue 3
74-84
EN
This paper seeks to help clarify whether Mobile-Assisted Language Learning (MALL) is primarily an independent self-study activity or whether MALL classrooms exist. The research hypothesised that a large number of users frequently using specific MALL apps, at the same time and in the same city location, may indicate the existence of MALL classrooms. The research makes use of big data, in the form of Google Analytics data, collected from two EFL learning mobile apps. The data was gathered over a five month period, in 2015, from more than 6,000 cities worldwide. The research, in doing so, opens a sociological window into the world of MALL, providing a sample of actual user behaviour. The results strongly suggest that independent study is almost certainly the main form of MALL activity. However, the research also concludes that MALL classroom-driven activity may exist in some cities.
3

English Language Teacher Education: Notes on The Past And Future

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Cook G.
Linguaculture
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2013
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vol. 2013
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issue 2
9-22
EN
The first part of this paper considers approaches to teacher education for EFL developed during the 1960s-1990s, drawing upon two sources: the taxonomy of three approaches proposed by Wallace (1991) and personal reminiscence. It discusses each of Wallace's approaches in turn: craft, 'applied science', and reflective practice.The second part considers whether these approaches are adequate models for teacher education now. I suggest that while they are still relevant, they are also too inward looking for contemporary needs.They need to be supplemented with a more outward looking approach, in which teachers are prepared to engage with four aspects of the contemporary context: new communication technologies, the new global linguistic landscape, the relationship between English and learners' own languages, and the rival political views of English language learning as promoting either a global neoliberal agenda or a global civil society.
4
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‘Are you going to go?’ Putting a pedagogical grammar rule under the corpus spotlight

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BURTON G.
Glottodidactica
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2021
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vol. 48
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issue 1
7-26
EN
A rule stating that we tend to avoid using go and come after the future marker going to appears again and again in many coursebooks and grammars used in English Language Teaching, and has done for decades. This article attempts to show, using empirical evidence from corpora, why the rule is inaccurate, and different ways that this might be established. As the rule under consideration is typically framed as a tendency (like many other pedagogical grammar rules), an additional aim of the work is to outline the kinds of corpus analyses researchers and materials designers can potentially use in order to investigate the question of (claimed) linguistic tendencies. The article concludes by discussing why a rule that is apparently inaccurate nevertheless appears again and again in print, arguing that the existence of a well-established and widely-accepted ‘canon’ of ELT grammar means that such inaccuracies in descriptions of grammar can be easily perpetuated
5
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Enhancing the role of pragmatics in primary English teacher training

86%
Glaser K.
Glottodidactica
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2018
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vol. 45
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issue 2
119-131
EN
Teaching EFL in primary school is no longer a novelty but firmly established in the education landscape throughout Europe and many countries worldwide. Primary English language teaching (PELT) is a unique branch of ELT insofar as it entails both the teaching of children and beginners. While PELT teachers and PELT teacher educators largely agree that this concurrence of ‘young plus beginning’ requires a focus on vocabulary, speaking and listening, introduced and practiced through songs, games, stories, roleplaying and embodiment techniques such as Total Physical Response, pragmatic aspects often take a backseat in PELT teacher training and by extension in the PELT classroom, even though it has been established that pragmatics instruction is necessary and feasible on all proficiency levels, right from the beginning. This article discusses possible reasons for this omission and illustrates with authentic examples why pragmatics should play a bigger role in the training of primary English teachers
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