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Erling, Elizabeth
(2015).
DOI: https://doi.org/10.1093/elt/ccu072
Abstract
[Book review]
Having worked over the last few years in an academic role that spans both international ELT and more mainstream education, I have been surprised at what I have perceived as a lack of overlap in literature on educational innovation and ELT interventions. Waters (2009) and Wedell (2009) are notable exceptions to this, and the appearance of this volume by Hyland and Wong suggests that this gap is being further bridged. This book provides a selection of chapters that links theory and research on the processes of innovation and change in different domains of English language education. Aspects of language education that are generally covered in a MA TESOL are covered (for example action research, reflective teaching, the use of corpora, technology) but are presented through the lens of innovation and change. Thus, the focus shifts to viewing ELT as part of a dynamic process of innovation at different levels of a system, varying in diverse educational contexts according to types of provision, expertise, resources, etc. The 18 chapters each represent a different area of language education innovation (for example policy, assessment, materials development, teacher training) in various global contexts, with most of them containing case studies that illustrate the themes, challenges, and successes of innovation. In this way, the editors address the need for research that is practically based and informative for implementers of educational change at various levels (teachers, administrators, and policymakers).
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
