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Is Teaching English as an International Language All about Being Politically Correct?
16 references·16 citing·27 second hopsampled
Is Teaching English as an International Language All about Being Politically Correct? (2018)Is Teaching English as an International L…The TESOL Encyclopedia of English Language Teaching (2017)The TESOL Encyclopedia of Eng…Introducing Global Englishes (2015)Introducing Global EnglishesPrinciples and Practices of Teaching English as an International Language (2012)Principles and Practices of T…Principles and Practices for Teaching English as an International Language (2012)Principles and Practices for …Linguistic Imperialism Continued (2012)Linguistic Imperialism Contin…English as a Global Language (2012)English as a Global LanguageNative-speakerism (2006)Native-speakerismLearning and Teaching from Experience: Perspectives on Nonnative English-Speaking Professionals (2006)Learning and Teaching from Ex…Teaching English as an international language : rethinking goals and approaches (2002)Teaching English as an intern…Resisting Linguistic Imperialism in English Teaching (2000)Resisting Linguistic Imperial…Going beyond the Native Speaker in Language Teaching (1999)Going beyond the Native Speak…The Future of English? : A guide to forecasting the popularity of the English language in the 21st century (1997)The Future of English? : A gu…The Elements of Language Curriculum: A Systematic Approach to Program Development (1996)The Elements of Language Curr…The Ownership of English (1994)The Ownership of EnglishLinguistic Imperialism (1993)Linguistic ImperialismThe Other Tongue: English across Cultures (1985)The Other Tongue: English acr…Whose English counts? Language ideologies in Turkish TESOL teacher education (2026)Whose English counts? Languag…Rethinking Global Englishes and Moving toward Reparative Redress for Language‐Minoritized and Racialized TESOL Practitioners (2024)Rethinking Global Englishes a…World Englishes, Monolingual Bias, and Standardized Tests in a Multilingual World: Ideologies, Practices, and the Missing Link (2022)World Englishes, Monolingual …Bringing Global Englishes to the ELT classroom: English language learners’ reflections (2022)Bringing Global Englishes to …‘I was like, just wow!’: insights from Global Englishes teacher professional development (2022)‘I was like, just wow!’: insi…CLT using CEFR and EIL in Southeast Asia and East Asia in the English language classroom (2021)CLT using CEFR and EIL in Sou…‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective (2021)‘Should textbook images be me…The role of informal digital learning of English and a high-stakes English test on perceptions of English as an international language (2020)The role of informal digital …Teacher ideologies of English in 21st century Norway and new directions for locally tailored ELT (2020)Teacher ideologies of English…How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective (2020)How well do ELT textbooks pre…Cross-cultural insights into Korean and Swedish secondary school students’ willingness to communicate in a second language (2020)Cross-cultural insights into …World Englishes and Pedagogy (2019)World Englishes and PedagogyTeacher professional development to implement Global Englishes language teaching (2019)Teacher professional developm…Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region (2019)Filipinos as EFL Teachers in …“More Like You”: Disrupting Native Speakerism Through a Multimodal Online Intercultural Exchange (2019)“More Like You”: Disrupting N…English as a native language, World Englishes and English as a lingua franca-informed materials: acceptance, perceptions and attitudes of Chinese English learners (2018)English as a native language,…The Practice of English Language Teaching (1983)Knowledge of Language: Its Nature, Origin, and Use. (1988)A Cognitive Approach to Language Learning (1999)Using the First Language in the Classroom (2001)10. RESEARCH PERSPECTIVES ON TEACHING ENGLISH AS A LINGUA FRANCA (2004)Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging (2011)Incorporating Global Englishes into the ELT classroom (2017)Lessons Learned from PISA: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment (2017)Teaching English as an International Language (2023)Changing Contexts and Shifting Paradigms in Pronunciation Teaching (2005)Lingua Franca English, Multilingual Communities, and Language Acquisition (2007)The Commodification of Language (2010)English (2006)Understanding English as a Lingua Franca (2012)Language Difference in Writing: Toward a Translingual Approach (2024)Spanish as a Heritage Language in the United States: The State of the Field (2012)TBLT implementation and evaluation: A meta-analysis (2017)Global Englishes for Language Teaching (2019)Using peer feedback in the ESL writing class (2004)Cultural Linguistics (2017)At the Crossroads of TESOL and English Medium Instruction (2018)Interaction and instructed second language acquisition (2018)EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia (2020)SLA and the Study of Equitable Multilingualism (2019)English as a lingua franca: A threat to multilingualism? (2003)Transidiomatic practices: Language and power in the age of globalization (2005)The Cambridge Handbook of Discourse Studies (2020)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 1993Linguistic Imperialism3,734 cited
  • 1999Going beyond the Native Speaker in Language Teaching1,577 cited
  • 1994The Ownership of English1,141 cited
  • 2000Resisting Linguistic Imperialism in English Teaching1,111 cited
  • 2017The TESOL Encyclopedia of English Language Teaching1,055 cited
  • 2012English as a Global Language888 cited
  • 2006Native-speakerism853 cited
  • 1996The Elements of Language Curriculum: A Systematic Approach to Program Development678 cited
  • 2002Teaching English as an international language : rethinking goals and approaches620 cited
  • 2015Introducing Global Englishes538 cited
  • 1997The Future of English? : A guide to forecasting the popularity of the English language in the 21st century443 cited
  • 2012Principles and Practices of Teaching English as an International Language412 cited
  • 2012Principles and Practices for Teaching English as an International Language315 cited
  • 2012Linguistic Imperialism Continued261 cited
  • 1985The Other Tongue: English across Cultures241 cited
  • 2006Learning and Teaching from Experience: Perspectives on Nonnative English-Speaking Professionals

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228 cited

Cited by

  • 2019Teacher professional development to implement Global Englishes language teaching83 cited
  • 2020How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective82 cited
  • 2022Bringing Global Englishes to the ELT classroom: English language learners’ reflections65 cited
  • 2021‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective46 cited
  • 2020Cross-cultural insights into Korean and Swedish secondary school students’ willingness to communicate in a second language43 cited
  • 2022‘I was like, just wow!’: insights from Global Englishes teacher professional development43 cited
  • 2019Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region37 cited
  • 2020Teacher ideologies of English in 21st century Norway and new directions for locally tailored ELT36 cited
  • 2018English as a native language, World Englishes and English as a lingua franca-informed materials: acceptance, perceptions and attitudes of Chinese English learners35 cited
  • 2019World Englishes and Pedagogy35 cited
  • 2019“More Like You”: Disrupting Native Speakerism Through a Multimodal Online Intercultural Exchange34 cited
  • 2020The role of informal digital learning of English and a high-stakes English test on perceptions of English as an international language29 cited
  • 2021CLT using CEFR and EIL in Southeast Asia and East Asia in the English language classroom21 cited
  • 2024Rethinking Global Englishes and Moving toward Reparative Redress for Language‐Minoritized and Racialized TESOL Practitioners15 cited
  • 2022World Englishes, Monolingual Bias, and Standardized Tests in a Multilingual World: Ideologies, Practices, and the Missing Link7 cited
  • 2026Whose English counts? Language ideologies in Turkish TESOL teacher education6 cited