Porta Linguarum An International Journal of Foreign Language Teaching and Learning

Edited & Co-Financed

Editorial Team — Tue, 28 Jan 2025 00:00:00 +0000

Committees & Journal/Issue Data

Editorial Team — Tue, 28 Jan 2025 00:00:00 +0000

The role of resilience and perseverance of effort among Chinese EFL teachers’ work engagement

Jingfeng Qu, Mingzhe Wang, Yihang Xin — Tue, 28 Jan 2025 00:00:00 +0000

Teachers’ work engagement is associated with constructive results concerning work-associated well-being. Regarding the substantial power of teachers’ work engagement in academic domains, consideration has been paid to scrutinizing the predictors of this concept. Therefore, this paper makes an effort to examine the predictors of work engagement among English as foreign language (EFL) teachers by checking a model that takes into account their perseverance of effort, and resilience. To this end, 537 Chinese EFL teachers from diverse colleges participated in the study. A significant and direct association between work engagement and resilience along with perseverance was identified, with resilience serving as the best predictor for teachers' work engagement. Indeed, the values indicate that about 76 percent of changes in their work engagement can be predicted by their resilience; about 66 percent of changes in their work engagement can be predicted by their perseverance. Results from the study evince recommendations for the development of Positive Psychology and related issues in research and practice to help teachers and learners improve their work engagement by focusing on their resilience and perseverance of effort.

On the relationship between EFL teachers’ interpersonal variables and their students’ mental health and willingness to communicate

Yao Yao — Tue, 28 Jan 2025 00:00:00 +0000

This research investigated the relationship between teachers’ interpersonal variables and EFL students’ willingness to communicate and their mental health. The statistical population of the research was 301 students in different grades and universities. In order to collect the required data, the researchers used standard mental health, willingness to communicate, and teachers’ interaction questionnaires. The collected data were analyzed by SEM statistical analyses to investigate the relationship between the variables. The findings showed that there was a positive and significant relationship between teachers’ interpersonal variables and students’ willingness to communicate and mental health. Interpersonal variables of teachers predict 73% of changes in students’ willingness to communicate and 63% of changes in students’ mental health. The findings of this research can be very important for teacher training course planners and teachers.

Secondary school teacher motivation and quality of ELE teaching in Côte d'Ivoire: A correlational study

Jean-Roch-Donald Abi, Juan de Dios Villanueva Roa — Tue, 28 Jan 2025 00:00:00 +0000

Many studies agree that motivation is fundamental to teaching practices. The aim of this paper is to open a reflection on the issue of teacher motivation and its relation to the quality of EFL teaching in Côte d'Ivoire. Motivating teachers will enhance their ability to produce quality work in order to meet the current needs of society. This is because in this competitive world all countries want to find measures to promote quality teaching. The study was carried out with Ivorian secondary school teachers of French as a foreign language. A simple probabilistic technique was used to form the sample, using Spearman's Rho coefficient. This work showed a very strong and significant positive correlation between the variables of the study. This demonstrates the need to invest more in this field of study in order to improve the teaching of ELE in the country.

The effects of academic oral presentations on EFL students’ oral communication strategy use: an intervention study

Erkan Yüce, Samantha Curle — Tue, 28 Jan 2025 00:00:00 +0000

This study examined the effects of academic oral presentations on the oral communication strategies used by students to deal with speaking problems in their target language. The study took place in an English Language Teaching department in which students’ native language (L1) was Turkish and target language was English (L2). Two groups of first-year students were assigned to the intervention and control groups, and a pre-test was administered to both groups. The students in the intervention group conducted 20–30 minutes of academic oral presentations in the target language, while the control group participated in traditional classes led by the lecturer for 12 weeks. After the intervention, a post-test was administered to both groups. The results showed that academic oral presentations contributed to the students’ oral communication strategy use in terms of total strategy, fluency-oriented strategies, accuracy-oriented strategies, and nonverbal strategies while speaking in the intervention group. Furthermore, it was found that there was a significant increase in sub-dimensions except for message reduction and alteration strategies, message abandonment strategies, and strategies for attempting to think in English in the post-test results of the intervention group. No significant difference was observed between the pre-test and post-test results in the control group.

Revisiting Chinese English learners’ perceptions of English as a global language: A qualitative case study

Huashan Lu, Fan Fang — Tue, 28 Jan 2025 00:00:00 +0000

The increasing growth of English as an international language has resulted in many changes in sociolinguistic realities. The complex sociolinguistic landscape of the English language has led to diverse attitudes toward English as a global language and generated various concerns and debates on how the language should be taught and learned in various contexts. There are calls for a pedagogical paradigm shift from the traditional native-oriented approach to Global Englishes (GE)-informed pedagogy to facilitate students’ communication in international settings. However, GE-informed teaching in the English language classroom is rarely incorporated in contexts where English is used as a foreign language (EFL). The present study employed a semi-structured interview and student diaries to unpack Chinese university English language learners’ perceptions of GE. Findings showed that although Chinese English learners had a certain awareness of GE, the ideology of native-speakerism was still rooted in their minds, which might lead to the fixed language ideology regarding the native speaker model as a norm in English language education. The study proposes the importance of incorporating GE-informed pedagogy in the classroom and calls for a more critical approach to moving beyond the ideology of native-speakerism in English language education.

Pre-service teachers’ beliefs about multilingualism in a monolingual social context

Ignacio Fernández Portero, M. Isabel Morera-Bañas — Tue, 28 Jan 2025 00:00:00 +0000

In recent years, studies on multilingualism in Spain have been carried out mainly in multilingual Autonomous Communities (AC), being scarce in monolingual contexts such as in the AC of Extremadura. The contribution of this study is to explore the beliefs of future language teachers about several aspects related to the development of multilingualism in the region. The sample was made up of 137 students from a universe of 204, who were BA and MA students at UEX. Descriptive analyses and parametric tests were performed to explore beliefs and compare them among groups to determine their significance. The results show that future language teachers generally have a belief system along the lines of current theories on multilingualism, although there are still some doubts about what is considered a multilingual individual or whether the comparison between languages should be avoided. Consistent with other studies, female gender is significantly correlated with more positive beliefs about multilingualism. Gaps were identified regarding knowledge of multilingual approaches and methodologies, besides an insufficient amount of time spent on foreign language training. Finally, it is thought that multilingual education in the AC under study is not being developed as effectively as it should.

An investigation into the predictive role of EFL teachers’ sense of grit and positive psychological capital in their emotional literacy

Jingjing Yang, Ali Derakhshan, Anna Lia Proietti Ergün — Tue, 28 Jan 2025 00:00:00 +0000

A rising body of empirical studies on diverse psycho-emotional variables related to second/foreign language (L2) education has been conducted in different educational settings. However, the literature is limited chiefly to learner-psychology variables, with attention turning to teacher psychology only recently. Three crucial constructs related to L2 teachers are grit, positive psychological capital, and emotional literacy. However, the interaction between these three has received scarce (if any) attention so far. To fill this gap, this quantitative research delved into the predicting role of teachers’ grit and positive psychological capital in their emotional literacy. To this end, the 560 EFL teachers who participated in this study completed three scales over four months. Structural equation modeling (SEM) and regression analysis revealed a positive association among EFL teachers’ grit, positive psychological capital, and emotional literacy. Moreover, the regression analysis results pinpointed that both grit and positive psychological capital could significantly predict EFL teachers’ emotional literacy. More specifically, it was found that grit and positive psychological capital could jointly predict 67% of the variance in emotional literacy. The study provides implications for EFL teachers, researchers, school managers, and teacher educators regarding the prominence of emotional factors in L2 teaching.

The impact of self-development competitiveness-oriented tasks on Spanish learners’ motivation in foreign language teaching

Kyoko Ito-Morales, Jeronimo Morales-Cabezas — Tue, 28 Jan 2025 00:00:00 +0000

The drastic shift from predominately face-to-face traditional classes to virtual or hybrid teaching introduced after the COVID-19 pandemic urges us to challenge our teaching practice and the materials to keep or enhance students’ incentives because their motivation is a powerful force for incremental learning. On the other hand, recent educational trends appear to encourage competition avoidance. However, theoretically speaking, meaningfully gamified self-improvement-oriented competitive learning materials have the possibility to be significantly useful materials to activate students’ instinct motivation. Based on this assumption, this study aims to explore the potential of online exercises using Moodle, which incorporates the theories of meaningful gamification and self-improvement competitiveness, to motivate the students, support better performance, and serve as a source of learning enjoyment. Using the data collected in a Spanish university, both quantitative and qualitative analyses were undertaken. Our findings reveal that the online exercises helped students to achieve satisfactory performance outcomes. In addition, they apparently contributed to the alternation of motivation from the superficial extinct incentive to the genuine instinct one, which is the key factor for steady and sustainable language learning.

English as a foreign language teacher’s well-being, resilience, and burnout

Nan Ding, Yiyu Wang, Yongxiang Wang — Tue, 28 Jan 2025 00:00:00 +0000

Teaching poses a significant challenge for teachers as they are facing a plethora of stressors in their profession; consequently leading to burnout. So, it is fundamental to detect the issues that affect their burnout. For instance, it is essential to cultivate resilience which is the ability to persist and cope with difficulties and adversities in the process of teaching. Furthermore, it has been shown that the well-being of educators plays a critical role in this process, so this study tries to inspect the significance of these issues in the online teaching context. The study involved 341 English as a Foreign Language teachers who agreed to participate and were given three questionnaires to complete. Structural equation modeling was employed to study the structural model of the construct. The results indicated that teacher resilience accounted for 5.9% of the variance in teacher burnout, and teacher well-being was interpreted for 1.0% of the variance in teacher burnout. While each of the two constructs had a significant role in burnout, teacher resilience was a better predictor of burnout than well-being. Finally, the important implications and recommendations for professional development programs are presented.

Novice and experienced language teachers’ experiences of designing materials: A comparative case study

Jiao Li, Yun Wu, Xuesong (Andy) Gao — Tue, 28 Jan 2025 00:00:00 +0000

Language teachers’ experiences as materials designers have been identified to be influenced by various factors at different contextual levels, including teaching experience. Language teachers with varying experience levels exhibit different ways of responding to the challenges they experience. However, there is an inadequate understanding of the influence of teaching experience on language teachers’ professional development in their role as materials designers. This article reports on a comparative case study investigating the similarities and differences in the challenges that novice teachers and experienced teachers encounter and the strategies that they use to address these challenges. We collected data from interviews, personal materials, and WeChat conversations with four teachers who were in the process of designing teaching materials. The findings show that although these teachers face similar challenges in relation to, e.g., knowledge in materials selection and task design, experienced language teachers tend to interact with colleagues and students and draw upon prior experiences to respond to these challenges, while novice language teachers’ responses are more cognition-oriented. This highlights the need to provide resources and support tailored to each group of teachers, bolstering novice teachers' ability to utilize social resources while also enhancing experienced teachers' motivation to acquire more knowledge.

The –s morpheme in CLIL and EFL: DP structure and time/untimed tasks

Jasna Toquero Unanue, María del Pilar García-Mayo — Tue, 28 Jan 2025 00:00:00 +0000

This study investigated whether type of instruction (CLIL versus EFL) and different amount of exposure have any effect on the comprehension and written production of the English 3^rd person singular –s morpheme. Furthermore, it examined whether separation of the head noun determining number and person agreement from abstract should be in the language chosen to write the manuscript. Tense might be a variable that could affect the comprehension of that morpheme. Twenty-six Spanish EFL learners (age range 15-16) completed an Acceptability Judgment Task and a Fill-in the Gaps Task in a timed and untimed mode. Contrary to expectations, no significant differences were found between the two groups in the four tasks. Moreover, results seemed to suggest that EFL learners performed better overall than their counterparts. Finally, the hypothesis that the separation of the head noun from Tense could be a factor playing a role in the comprehension of the –s morpheme was partially confirmed.

Les attitudes des futurs professeurs de FLE envers l’expression orale en présentiel et à distance

İrem Onursal Ayirir, Yıldız Fakioğlu Gökduman — Tue, 28 Jan 2025 00:00:00 +0000

L’objectif de cet article est d’étudier les différences d’attitudes des apprenants/futurs professeurs de français langue étrangère envers le fait de parler en langue étrangère dans les deux modèles d’enseignement : en présentiel et à distance. Pour ce faire, une méthode de recherche qualitative a été menée dans une université d’État en Turquie. Pour recueillir les données, des entretiens semi-structurés ont été réalisés avec 12 apprenants. Les données obtenues ont été évaluées par le biais de programme d’analyse de données qualitatives. Les résultats ont montré que la quasi-totalité des participants avaient des attitudes et opinions négatives concernant l’enseignement à distance et plus spécifiquement envers le fait de parler en langue étrangère dans ce contexte et que la différence d’attitude manifestée par les apprenants était liée à divers facteurs affectifs, communicatifs et techniques.

The impact of student choice in shaping their bilingual education attitudes and perceptions

Diego Ardura, Inmaculada Senra-Silva — Tue, 28 Jan 2025 00:00:00 +0000

Many studies have delved into different aspects of bilingual education examining perceptions within the educational community. However, none have explored the impact of offering bilingual programmes on a voluntary versus a mandatory basis on students' attitudes and perceptions. The aim of the present work was to investigate Spanish bilingual secondary school students’ attitudes, motivation, perceived learning, anxiety, and satisfaction with bilingual education, establishing a comparison between schools where students can only join the bilingual stream and schools where students can choose whether to join the bilingual stream or the non-bilingual one. An ex post facto research design was used, involving 261 high school students. Descriptive, mean differences, and decision tree analyses were conducted. The results reveal better attitudes and perceptions in students from schools where bilingual education is not compulsory for all. Our findings may be of interest when planning this type of approach to education.

Professional outcomes of University of Granada’s French studies bachelor’s graduates, post-Bologna process: A preliminary study

Charlotte Defrance, Maryam Shams, Ariane Ruyffelaert — Tue, 28 Jan 2025 00:00:00 +0000

This paper aims to offer an overview of the professional trajectories pursued by graduates of the University of Granada’s French Studies bachelor’s programme in Spain, post the Bologna Process. It is notable that there are no existing studies addressing the employment outcomes of these graduates. An online questionnaire was designed and distributed to graduates who completed their studies between the academic years 2013/2014 and 2020/2021. The analysis involved 78 completed questionnaires, representing a response rate of 31%. Our preliminary findings uncover that a significant proportion of graduates (73.1%; 30/41) found employment as French language teachers, predominantly within the Spanish public educational system (56.6%; 17/30). This aligns with career paths outlined in the corresponding White Paper (Libro Blanco). Of these, 56.6% (17/30) were engaged in full-time positions, with 26.6% (8/30) securing permanent contracts as civil servants. The duration of the degree programme and prior professional experiences acquired during the course emerged as pivotal factors influencing graduates’ integration into the labour market. These insights could prove valuable to stakeholders contemplating adjustments to the French Studies bachelor’s program, ensuring its alignment with the evolving demands of the current job market.

Predicting English as a foreign language learners’ motivation through teachers’ credibility and self-efficacy: Using structural equation modeling

Aigui Wang, Hongwu Yang — Tue, 28 Jan 2025 00:00:00 +0000

To boost students’ motivation, educators have a noteworthy impact on this progress, and various aspects associated with teachers such as their traits and beliefs in their abilities. For a long time, it has been broadly acknowledged that self-efficacy is an essential element of motivation that impacts how students engage with their studies. Also, another element is the credibility of the teacher, which pertains to how much the students believe in the teacher. As a result, this study was carried out to inspect the impact of EFL teachers’ self-efficacy and credibility on learners’ motivation. Accordingly, 316 English as a Foreign Language (EFL) learners participated in the research. Three scales were given to the students and the gathered information was analyzed using structural equation modeling (SEM). The findings indicated that both teachers’ credibility and self-efficacy have been proven to impact learners’ motivation in the EFL educational field. 68% of changes in the EFL students’ motivation can be predicted by their teachers’ credibility, and about 71% of changes in the EFL learners’ motivation can be predicted by their teachers’ self-efficacy. The outcomes of the study and their implications for teaching were presented, and suggestions for future studies were also provided.

Linguistic, cognitive, and affective components of L2 listening comprehension: A multidimensional model

Tuncay Karalık, Ali Merç — Tue, 28 Jan 2025 00:00:00 +0000

There has been a growing interest in L2 listening with regard to the factors involved in the process. Previous studies mainly focused on how certain variables influence L2 listening without investigating how the variables interact with each other as well. Adopting a componential approach, the present study aimed to investigate how grammar and vocabulary knowledge, L2 listening anxiety and willingness to listen in L2, working memory, and metacognitive awareness interact with overall L2 listening and each other. A group of 212 university students with intermediate to upper-intermediate proficiency enrolled at two state universities in 2020-2021 calendar in Turkey participated in the study. The participants completed a series of instruments measuring each one of the variables over a three-week period. The relationship between the components and L2 listening was measured through Structural Equation Modeling (SEM) using maximum likelihood estimation. After meticulous analyses, a statistically and theoretically sound model was put forward. The model highlights the significant impact of these components on L2 listening comprehension and displays their complex interplay with each other. Within this intricate web, vocabulary and grammar emerge as pivotal components, substantially influencing L2 comprehension as well as interacting with and shaping the other variables.

Predictors of foreign language speaking anxiety in a tertiary level EFL context

Gonca Nur Ölmez, Binnur Genç İlter — Tue, 28 Jan 2025 00:00:00 +0000

This study aimed to investigate tertiary level English as a foreign language (EFL) learners’ L2 speaking anxiety and its relationship with their L2 willingness to communicate (WTC), ideal and ought-to L2 selves, and L2 motivation in a Turkish EFL context with a mixed-methods approach. A composite survey form was used for quantitative data while qualitative data were collected by means of semi-structured interviews. Major findings indicated that the ought-to L2 self had the strongest positive link with L2 speaking anxiety whereas other variables were correlated with L2 speaking anxiety negatively. Multiple regression analysis displayed that the ought-to L2 self was the strongest and the only positive predictor of L2 speaking anxiety. L2 motivation and the ideal L2 self followed it as two negative predictors, respectively. However, L2 WTC did not significantly impact the regression model. The study provided some implications for L2 learning and teaching based on the results.

A qualitative analysis of teachers´ reasons for translanguaging

Iratxe Serna-Bermejo — Tue, 28 Jan 2025 00:00:00 +0000

English Medium Instruction (EMI) is spreading at a rapid pace in universities the world over. At a time when internationalisation has become a key objective in higher education, EMI programmes are regarded as a pillar of the measures implemented to achieve it. The present study was conducted at the University of (anonymous), an institution that has two official languages (Basque and Spanish), which is why EMI entails the use of English as L3. This linguistic milieu makes it an ideal multilingual context to analyse translanguaging. Translanguaging has become a very relevant and, to a certain extent, controversial issue, especially in those contexts where the language teaching tradition encourages the exclusion of the L1 from the foreign language classroom, as is the case at the UPV/EHU. Our objective is to identify teachers´ reasons or motives to translanguage both in the EMI and the BMI (Basque Medium Instruction). We identified six objectives for these teachers to translanguage: (i) Providing a translation; (ii) The influence of Spanish on Basque: the use of Spanish expressions; (iii) Translanguaging to attract students´ attention; (iv) Translanguaging as a criticism; (v) Linguistic cleanliness and purism; (vi) Translanguaging in relation to the local culture and context.

Enseigner la traduction dans les contextes francophones. Levick, T., & Pickford, S. (dir.) (2021). Artois Presses Université, 300 pages, ISBN 978-2-84832-525-5

Umut Can Gökduman — Tue, 28 Jan 2025 00:00:00 +0000

L’enseignement de la traduction est dispensé dans le monde entier depuis relativement longtemps, et les pratiques de classe des formateurs de traduction, qui sont parmi les principaux agents de cet enseignement, revêtent une grande importance. Enseigner la traduction dans les contextes francophones (2021) est un ouvrage qui se compose des études réunies par Tiffane Levick et Susan Pickford. Ce livre commence par la préface de Fayza El Qasem suivie de l’introduction des éditeurs cités plus haut, et se compose de quatre parties dont chacune contient trois articles différents. Tous ces chapitres sont issus d’un colloque tenu à Paris les 26 et 27 avril 2018 sur le même sujet du livre en question.

Assessment for language teaching, Aek, Phakiti and Constant, Leung, Cambridge Elements in Language Teaching, Cambridge University Press, the UK (2024). 112 pages. ISBN 978-1-108-92877-9

Ying Hong — Tue, 28 Jan 2025 00:00:00 +0000

Language testing and assessment (LTA) is a critical element of English language teaching (ELT) and teacher professionalism (Gambell, 2004; Shohamy, 2020). Effective second/foreign language (L2) teachers are also effective assessors. This signifies the tight connection and confluence of LTA and ELT, as approved in previous studies (Bachman & Adrian, 2022; Brown & Abeywickrama, 2004). Over the past decades, a resounding emphasis has been placed on L2 teachers’ assessment literacy (AL) and language assessment literacy (LAL) (Fulcher, 2012; Levi & Inbar-Lourie, 2020). Without such literacies, it would not be possible to ensure the efficacy of one’s instruction and the incidence of students’ learning over a semester. Although there are some studies and publications on L2 teachers’ assessment practices and literacies, a cohesive resource on the key concepts and operational assessment practices is missing in ELT. Spurred to address this gap, Phakiti and Leung composed an influential book on “assessment for language teaching” in a series entitled “Elements in Language Teaching”. The book is a timely effort to move from L2 assessment theories and terminologies to actual and real-life practices in the classroom. It integrates different perspectives on common assessment approaches and methods in ELT by referring to their merits and demerits. Therefore, the book is highly recommended to English teachers, teacher educators, and researchers, who can develop a theoretically and practically informed understanding of LAL and its implementation.

Multiliteracies in international educational contexts: Towards education justice. Zapata, G. C., Kalantzis, M. and Cope, B. (Eds.) (2024). Routledge, London, 212 pages, ISBN: 978-1-003-34966-2

Rongle Tan — Tue, 28 Jan 2025 00:00:00 +0000

Recent research on foreign language (FL) teaching has emphasized the need for pedagogies that provide equal opportunities and prepare students for the digitalised societal landscape. This volume, rich with global examples of how multiliteracies are taught with diverse digital tools to attain educational equity, is a highly relevant and timely resource for language teaching professionals.

Instructed Second Language Pragmatics for The Speech Acts of Request, Apology, and Refusal: A Meta-Analysis. Ali Derakhshan & Farzaneh Shakki. (2023). Second Language Learning and Teaching, Springer Cham, 114 pages, ISBN: 978-3-031-37092-2

Yumeng Guo, Yongliang Wang — Tue, 28 Jan 2025 00:00:00 +0000

The current era of globalization and the emergence of English as an international language has brought about new opportunities for L2 pragmatic learning and teaching (Sánchez-Hernández & Martínez-Flor, 2022). Consequently, there has been a growing body of research on the effects of instruction on learners' development of L2 pragmatic competence. However, the meta-analyses in this field are still in their infancy, most of which are restricted to examining the effects of instructional methods on just one speech act and the broader assessment of pragmatic competence in the context of requests, apologies, and refusals has been lacking. To address this gap in the literature, Ali Derakhshan and Farzaneh Shakki contributed a lot with their work titled "Instructed Second Language Pragmatics for The Speech Acts of Request, Apology, and Refusal: A Meta-Analysis."

Reflecting on the Common European Framework of Reference for Languages and Its Companion Volume. Little, D. & Figueras, N. (Eds.) (2022). Multilingual Matters, 226 pages. ISBN: 978-1-80041-018-3

Ping Hu — Tue, 28 Jan 2025 00:00:00 +0000

The Common European Framework of Reference for Languages (CEFR) is a highly influential language policy and education guide. Officially published in 2001, it's available in over 40 languages and used by individuals, institutions, and policymakers in various contexts with different aims and degrees of rigour, laying great impact on countries within and beyond Europe.

Recently, due to social mobility and change, the growing plurality in communities in a worldwide brings opportunities and challenges to language education. In response to these, the Council of Europe updated the CEFR and released its Companion Volume (CEFR-CV) in 2018 (a provisional) and 2020 (the definite version). It is the responsibility and of great significance of its member states, language education agencies and together with professionals to effectively utilize both documents. This book emerged from a two-day conference held in London, gathering expanded oral presentations from the guest speakers to kickstart the vision on "Towards a Road Map for Future Research and Development," uniting diverse perspectives and essential questions.

Teaching English as an International Language. Selvi, A. F., Galloway, N., & Rose, H. (2024). Cambridge University Press, 96 pages, ISBN: 978-1-108-82123-0

Qiudong Li — Tue, 28 Jan 2025 00:00:00 +0000

As a utilitarian global lingua franca, English has eventually evolved into one language which abounds with diverse forms, functions, roles, domains, and users to date. Nevertheless, English language teaching (ELT) is still dominated by static native
English speaker episteme, resulting in a failure to suit current sociolinguistic realities and learners’ dynamic needs. By scrutinising exhaustively the spread of English as an international language (EIL) from historical, sociolinguistic, and pedagogical perspectives, Selvi, Galloway, and Rose’s monograph titled Teaching English as an International Language (TEIL) represents a timely and significant contribution to catalysing change and innovation in traditional ELT beliefs, principles, and practices that prioritise native speakerism. This review first outlines an overview of the contents of each chapter, and then discusses the strengthes and weaknesses of the book. This book is strongly recommended to EFL teachers, ELT administrators, policymakers, curriculum designers, material developers, and test writers in the realms of applied linguistics, sociolinguistics, and second language acquisition. For those postgraduate students and pre-service teachers interested in TEIL, this book also proves to be a thought-provoking must-read for their research and teaching work.

Introduction

Editorial Team — Tue, 28 Jan 2025 00:00:00 +0000