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020 _a9783030605995
_9978-3-030-60599-5
024 7 _a10.1007/978-3-030-60599-5
_2doi
050 4 _aLC8-6691
072 7 _aCJ
_2bicssc
072 7 _aEDU018000
_2bisacsh
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082 0 4 _a407.1
_223
100 1 _aHuo, Xiangying.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aHigher Education Internationalization and English Language Instruction
_h[electronic resource] :
_bIntersectionality of Race and Language in Canadian Universities /
_cby Xiangying Huo.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aXXI, 159 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1. Introduction -- Chapter 2. Conceptual Frameworks -- Chapter 3. The Proliferation of English as a “World” Language -- Chapter 4. Review of Research on Teachers of English as an International Language -- Chapter 5. Methodology -- Chapter 6. Study Findings 1: Students’ Perceptions of the Role of English and English -- Chapter 7. Study Findings 2: A Non-Native English Language Instructor’s Experiences at a Higher Institution Writing Center -- Chapter 8. Discussion and Conclusion -- Appendix. .
520 _aThis book offers new understanding of the implications of pluralism and of transnational movements to higher education and the construct of a “native speaker” within contemporary globalization processes. Theoretically, it calls for a revisioned English as an International Language (EIL) pedagogy and a wider acceptance of EIL and of World Englishes. It challenges the postsecondary education sector to change the discourse around language proficiency to one that engages the “pluralism of English.” As for the applied significance, the book contributes to the work on neo-racism which means racism goes beyond color to stereotypic foreign cultures, nationalities, and exotic accents based on cultural distinctions instead of merely skin differences. The book contributes to higher education policy and practice, pushing a revisioning of ESL in conceptual and pedagogical ways, such as designing more culturally oriented curriculum, implementing culturally responsive pedagogy, and valuing the teaching proficiency more than the language proficiency.
650 0 _aLanguage and education.
650 0 _aHigher education.
650 0 _aEducational policy.
650 0 _aEducation and state.
650 0 _aEducational sociology.
650 1 4 _aLanguage Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O23000
650 2 4 _aHigher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O36000
650 2 4 _aEducational Policy and Politics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O19000
650 2 4 _aSociology of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O29000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030605988
776 0 8 _iPrinted edition:
_z9783030606008
776 0 8 _iPrinted edition:
_z9783030606015
856 4 0 _uhttps://doi.org/10.1007/978-3-030-60599-5
912 _aZDB-2-EDA
912 _aZDB-2-SXED
999 _c102308
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