Today, there are about four nonnative-speaking English teachers for every teacher who is a native speaker. More English teachers work in non-English-speaking settings than in English-speaking settings, and most are natives of the countries in which they teach.

Provides readers with a single up-to-date source of information about task-based language teaching. Task-based language teaching is now mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students.

Practical  and  accessible,  this  book  comprehensively  covers  everything  you  need  to  know  to  design,  develop,  and  deliver  successful  online,  blended,  and  flipped language courses. Grounded in the principles of instructional design and communicative  language  teaching,  this  book  serves  as  a  compendium  of  best  practices, research, and strategies for creating learner-centered online language instruction that builds students’ proficiency within meaningful cultural contexts. This  book  addresses  important  topics  such  as  finding  and  optimizing  online  resources and materials, learner engagement, teacher and student satisfaction and connectedness, professional development, and online language assessment

Emeging technologies, emerging minds: digital innovations within the primary sector; Integrating technology into secondary English language teaching; Technology and adult laguage teaching; Technology - integrated English for Specific Purposes lessons: real-life language, tacks, and tooks for professionals; English for Academic Purposes; A practice-based exploration of technology enhanced assessment for English language teaching; Developing and extending our understanding

Teaching and Learning the English Language is a practical guide for anyone seeking to improve their teaching, whether through formal study or on their own. Richard Badger explores teaching English as a problem-solving activity in which teachers must address three fundamental questions: · what aspect of language do students need to learn; · how might they learn this particular aspect of language; · and how can teachers support their learning. Offering a solid, research-based approach along with sound practical advice, this book equips teachers with skills needed to analyse their own contexts and develop their practice. It covers: · Fundamentals of English language · Psychological and social.

This book is a teacher development and methodology book. It can be used by those of you who are learning to teach English as a foregn language (EFL) and English as a second language (ESL) as a part of your pre – sevice teacher education program. It can also be used as a teacher development text in in -service teacher development programs as a source for experienced EFL/ESL teachers who would like to refresh their knowledge and see their teaching differently. In addition this book can act as an exploratory text for those who are simply curios about teaching EFL/ESL or by those who have accepted an EFL/ESL teaching position without the benefit of a formal teacher education program and are unprepared to take on all of the respomsibilities of being a teacher.

This introductory chapter provides a broad overview of the edited volume by describing the rationales, aims, theoretical underpinnings and organization of the book. The chapter first presents key changes that have had a major imparct on the way English is used and learned by geographically diverse groups of people in the world today. It then outlines a set of research – based principles that could be used as a basic for critically examining our curriculum, for designing our lessons for the teaching of listening, speaking, reading, writing anf other language skills and for developing tasks and activities that meet the linguistic, cognitive and affective needs of our students. The last part of the chapter provides a brief synopsis of each of the 20 chapters.