本書結(jié)合相關(guān)理論從英語的全球化、全球化與英語的傳播、跨語言翻譯、全球英語導(dǎo)向評估、全球化英語-態(tài)度與認(rèn)同、中國英語的教育的未來、全球英語與語言教學(xué)等幾個方面闡述了英語作為國際通用語言, 它的發(fā)展歷史、語言本身的特點(diǎn)、對其他語言的影響等做了比較深入的闡述, 尤其對當(dāng)下互聯(lián)網(wǎng)時代關(guān)于英語教學(xué)的思考具有很大的啟發(fā)和促進(jìn)作用。
Chapter 1 Globalisation and the Spread of English
Section Ⅰ Theoretical Overview
1.1 Current Theorisations About Globalisation
1.2 The Global Spread of English Through the Prism of Globalisation
1.3 Overview of the Book
Section Ⅱ Expanded Readings
2.1 Reading 1
2.2 Reading 2
2.3 Reading 3
Chapter 2 World Englishes
Section Ⅰ Theoretical Overview
1.1 Phase One (1970s-1980s)
1.2 Phase Two (1980s–Late 1990s)
1.3 Phase Three (1990s Onwards)
Section Ⅱ Expanded Readings
2.1 Reading 1
2.2 Reading 2
Chapter 3 China English
Section Ⅰ Theoretical Overview
1.1 Phase One: Defining China English
1.2 Phase Two: Descríbing China English
1.3 Phase Three: Developing China English
Section Ⅰ Expanded Readings
2.1 Reading 1
2.2 Reading 2
2.3 Reading 3
Chapter 4 ELF and ElL
Section Ⅰ Theoretical Overview
1.1 The Overlaps of WE, ELF, and EIL
1.2 Development of ELF.
1.3 Research Domains of ELF
1.4 Development of EIL
1.5 ELF and EIL in China
Section Ⅱ Expanded Readings
2.1 Reading 1
2.2 Reading 2
2.3 Reading 3
Chapter 5 Translanguaging
Section Ⅰ Theoretical Overview
1.1 Defining Translanguaging
1.2 Differentiating Translanguaging
1.3 Theorising Translanguaging
1.4 Describing Translanguaging Practice
1.5 Conclusion
Section Ⅱ Expanded Readings
2.1 Reading 1
2.2 Reading 2
Chapter 6 Global Englishes and Language Teaching
Section Ⅰ Pre-reading Activities
Section Ⅱ Introduction
2.1 The Global Englishes Language Teaching Framework
2.2 WE-informed Language Teaching
2.3 ELF-informed Language Teaching
2.4 EIL-informed Language Teaching
2.5 Translanguaging-informed Language Teaching
Section Ⅲ Post-reading Activities
Chapter 7 Global Englishes-oriented Assessment
Section Ⅰ Pre-reading Activities
Section Ⅱ Introduction
2.1 English Language Assessment: A Big Picture Perspective
2.2 Global Englishes and Language Assessment
2.3 Proposals of GE-informed Assessment
2.4 International Standard English Language Proficiency Tests
2.5 Challenges of GE-informed Assessment
Section Ⅲ Post-reading Activities
Chapter 8 Global Englishes and Teacher Education
Section Ⅰ Pre-reading Activities
Section Ⅱ Introduction
2.1 The Need for GE-informed Teacher Education
2.2 Teacher Cognition in Teacher Education: The Need for a Shift in TeacherCognition
2.3 Review of GE-aware Teacher Education Model
2.4 Five Context-based Teacher Education Programmes Based on the ELF-aware Model
2.5 Challenges and Future Directions of GE-aware Teacher Education
Section Ⅲ Post-reading Activities
Chapter 9 Global Englishes: Attitude and Identity
Section Ⅰ Pre-reading Activities
Section Ⅱ Introduction
2.1 Understanding Language Attitudes
2.2 Language Attitude and Identity
Section Ⅲ Post-reading Activities
Chapter 10 The Future of English and English Education in China
Section Ⅰ Pre-reading Activities
Section Ⅱ Introduction
2.1 The Constructions of English in Chinese History
2.3 Future of English Education in China
2.4 Concluding Remarks
Section Ⅲ Post-reading Activities
References
書單推薦
