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Although it is important to consider the global presence of English in language teaching programs, Norton and Toohey (2002) remind that language learning is a situated practice, and learners should therefore be seen as individuals with varying social and historical collectivities. To account for this complex nature of language learning, Pennycook (1994) recommends that English language teachers be 'engaged with both the local context and the global domain' (p. 306). In other words, they must address local histories and global practices as well as how these factors meet and intermingle. This chapter focuses on ways to integrate both the local and the global in English language teaching programs. Educators must situate their pedagogy in the specific context in which English is taught to encourage students to express their individual voices in English without sacrificing comprehensibility when communicating globally.
|Item Type:||Book Chapter|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
|Depositing User:||Elizabeth Erling|
|Date Deposited:||01 May 2009 15:10|
|Last Modified:||08 Oct 2016 08:41|
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