Teaching English to the World: History, Curriculum, and Practice Review

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Teaching English to the World: History, Curriculum, and Practice ReviewEach chapter of this book presents an overview of English language education of a particular country and provides a personal narrative that depicts the personal experience of a person becoming a teacher in that context.
The following countries are discussed: Brazil, China, Germany, Hong Kong, Hungary, India, Indonesia, Israel, Japan, Lebanon, Poland, Saudi Arabia, Singapore, Sri Lanka, and Turkey.
I think this book offers an excellent way to learn more about EFL contexts that are not known to the reader.Teaching English to the World: History, Curriculum, and Practice OverviewTeaching English to the World: History, Curriculum, and Practice is a unique collection of English language teaching (ELT) histories, curricula, and personal narratives from non-native speaker (NNS) English teachers around the world. No other book brings such a range of international ELT professionals together to describe and narrate what they know best.The book includes chapters from Brazil, China, Germany, Hong Kong, Hungary, India, Indonesia, Israel, Japan, Lebanon, Poland, Saudi Arabia, Singapore, Sri Lanka, and Turkey. All chapters follow a consistent pattern, describing first the history of English language teaching in a particular country, then the current ELT curriculum, followed by the biography or the autobiography of an English teacher of that country. This consistency in the structuring of chapters will enable readers to assimilate the information easily while also comparing and contrasting the context of ELT in each country.The chapter authors--all born in or residents of the countries they represent and speakers of the local language or languages as well as English--provide insider perspectives on the challenges faced by local English language teachers. There is clear evidence that the majority of English teachers worldwide are nonnative speakers (NNS), and there is no doubt that many among them have been taught by indigenous teachers who themselves are nonnative speakers. This book brings the professional knowledge and experience of these teachers and the countries they represent to a mainstream Western audience including faculty, professionals, and graduate students in the field of ESL; to the international TESOL community; and to ELT teachers around the world.

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