1st Edition
The Routledge Handbook of Teaching English as an International Language
The Routledge Handbook of Teaching English as an International Language provides a ground-breaking overview of the research on the global spread of English with pedagogical implications. Bringing together a number of key scholars and scholarly discussions on various aspects of teaching English as an International Language (TEIL), this handbook directs research in this field to help inform the much-needed paradigm shift in ELT away from idealized native English-speaking norms.
Reframing English language, language teaching and teacher education to match the new sociolinguistic landscape of the 21st century, this handbook analyses this topic in seven key areas:
• Theoretical considerations
• Major frameworks and proposals
• Principles and practices of teaching and assessing English
• Innovative approaches, varied contexts, and transformative practices
• Diverse teaching settings and populations
• Teacher education and professional development
• Research developments and future directions
The Routledge Handbook of Teaching English as an International Language is essential reading for scholars and students researching in the areas of World Englishes, English as a Lingua Franca, English as an International Language, Global Englishes, ELT, sociolinguistics, and Critical Applied Linguistics.
List of Figures
List of Tables
Acknowledgments
List of Contributors
Foreword
Aya Matsuda
List of Acronyms and Abbreviations
Introduction
Ali Fuad Selvi and Nicola Galloway
PART I.
The Global Spread of English as an International Language: Theoretical Considerations
1. Teaching English as a World Language: The Sphinx and its Riddle
Kanavillil Rajagopalan
2. Politics, Ideologies, Values, and Power in English Language Teaching
Anthony J. Liddicoat and Yawen Han
3. Ontologies of English as an International Language
Christopher J. Hall and Rachel Wicaksono
4. World Englishes and Second Language Acquisition: Teaching English as an International Language
Sarah Buschfeld and Michael Percillier
5. The Multilingual Turn, Language Policy, and English as a ‘World Language’
Stephen May
PART II.
Understanding and Teaching English as an International Language: Major Frameworks and Proposals
6. Teaching English as an International Language
Roby Marlina
7. World Englishes and World Englishes-informed English Language Teaching
James D’Angelo and Marzieh Sadeghpour
8. English as a Lingua Franca and English as a Lingua Franca-aware Pedagogy
Nicos C. Sifakis and Yasemin Bayyurt
9. Translanguaging Theory, Pedagogies, and Future Directions from the Global South
Kate Seltzer, Shakina Rajendram and Ofelia García
10. Global English(es) Language Teaching: Bridging the Research-Practice Divide and Uniting Calls for Change Through a Broader Paradigm
Nicola Galloway and Heath Rose
PART III.
Teaching and Assessing English as an International Language: Principles and Practices
11. Teaching Materials in English as an International Language: Research and Principles
Zia Tajeddin and Hossein Ali Manzouri
12. Assessing English as an International Language
Jamie Dunlea, Barry O’Sullivan, Mina Patel, Carolyn Westbrook, Sheryl Cooke, Johanna Motteram, Amy Lightfoot, Mariano Felice, Zeynep Karaöz Duran, and Richard Spiby
13. Learner Autonomy and Motivation for English as an International Language
Éva Illés and Mirosław Pawlak
14. Intercultural and Transcultural Awareness for English Language Teaching
Will Baker
15. Curriculum Evaluation and Innovation for Teaching English as an International Language
Marcus Callies, Stefanie Hehner, and Nicola Galloway
PART IV.
Teaching English as an International Language: Innovative Approaches and Practices
16. Digital Education in Teaching English as an International Language
Ju Seong Lee and Jolanta Hudson
17. Online Communities of Practice in Teaching English as an International Language
Natsuno Funada and Xiaowen (Serina) Xie
18. Corpora in Teaching English as an International Language
Sandra Götz
19. The Intersection of Literature and English as an International Language
Amos Paran and Ruanni Tupas
PART V.
Teaching English as an International Language: Diverse Teaching Settings and Populations
20. Content and Language Integrated Learning and Teaching English as an International Language
Julia Hüttner and Ute Smit
21. English as an International Language in English-Medium Education
Kari Sahan
22. Teaching English as an International Language for Global Citizenship
Manfred Man-fat Wu, Ricardo Römhild and Mona Nishizaki
23. Teaching English as an International Language to Young Learners
Yuko Goto Butler
24. Antiracist and Decolonial Perspectives of Teaching English as an International Language: Theory and Enactment
Ryuko Kubota
PART VI.
Preparing Teachers to Teach English as an International Language: Principles, Practices and Prospects
25. Principles and Practices of English as an International Language Teacher Education
Lucilla Lopriore and Paola Vettorel
26. A Critical Cosmopolitan Understanding of English as an International Language Teacher Identity
Adrian Holliday
27. A Critical Translanguaging Approach to Re-envisioning English as an International Language Teacher Education for 21st Century English Language Teaching
Christina M. Ponzio and Matthew R. Deroo
28. Decentring and Decolonizing English Language Teacher Associations
Gabriel Diaz Maggioli, Beatrix Price and Aleksandra Popovski Golubovikj
PART VII.
English as an International Language Research: Developments and Directions
29. Research Directions and Methodological Approaches in English as an International Language
Alex Baratta, Rui He and Paul Vincent Smith
30. Facilitating Research-Pedagogy Dialogue in English as an International Language
Dustin Crowther and Jeffrey Maloney
31. Language Learning in the Age of Global English: A 21st century Research Agenda
Ursula Lanvers
32. A Research Agenda for English as an International Language, Social Justice Education and Multilingual Pedagogies
Sílvia Melo-Pfeifer and Md. Sadequle Islam
33. Looking Ahead: Future Directions in English as an International Language Research
Ali Fuad Selvi and Jim McKinley
Index
Biography
Ali Fuad Selvi is an Assistant Professor of TESOL and Applied Linguistics in the MA TESOL Program at the Department of English at the University of Alabama, USA. He co-authored Teaching English as an International Language (2013) and Teaching English as an International Language (2024).
Nicola Galloway is a Senior Lecturer and Publications Lead in The School of Education at The University of Glasgow, UK. She set up and directs the Education, Languages and Internationalisation (ELINET) network. She is author of Global Englishes and English Language Teaching: Attitudes and Impact (2017) and co-author of Introducing Global Englishes (2015, 2025), Teaching English as an International Language (2023), and Global Englishes for Language Teaching (2019).
This new addition to the Routledge Handbooks series is one of its most adventurous. Not only does this volume cover an impressively wide range of themes both conceptual and practical, including some topics rarely if ever treated previously, but its contributors come from a broad range of geographical and scholarly backgrounds. The volume’s extensive diversity thus ensures its substantial relevance to linguistics researchers and students right around the globe.
Jennifer Jenkins, University of Southampton, UK
This wonderfully comprehensive Handbook is essential reading for all those who wish or need to know anything, something, or indeed everything about the theories and practices connected with the development and teaching of English as an international language. It will become the benchmark publication in the field.
Andy Kirkpatrick, Griffith University, Australia
Spanning from theoretical foundations to classroom methodologies, this seminal handbook provides a systematic and insightful overview of EIL education, with contributions from leading scholars in the field. This is truly an epoch-making publication, as the first comprehensive coverage of TEIL half a century after the birth of the concept of EIL.
Nobuyuki Hino, Osaka University & Otemon Gakuin University, Japan
