On Transformation in the ELT Community: Words from the President of ASOCOPI

This article takes a case study approach to exploring membership, belonging, and identity amongst English language teachers in the twenty-first century. It explores findings from two membership surveys conducted for the International Association of Teachers of English as a Foreign Language (IATEFL), and considers the impact of recommendations emerging from the first survey which were implemented to enable members to engage more fully in the organization. The article shows that a combination of reaching out to the broader community of teachers (using increasingly widespread digital technologies), combined with supporting targeted local actions, not only better enables teacher associations to achieve their mission to serve all their members, but also takes into account the changing nature of belonging and identity of ELT teachers, enabling them to become more engaged and have a stronger voice in the ELT community as a whole.

This study is a report on the design, development, and validation of a model within the main tenets of critical pedagogy (CP) with a hope to implement in education in general and applied linguistics in particular. To develop a transformative L2 materials preparation (TLMP) model, the researchers drew on Crawford’s (1978) principles of CP as a springboard. These principles provide the theoretical framework of the ELT program in general, but they need to be adapted to the specific features of L2 materials development. To this end, Nation and Macalister’s (2010) model of materials development were utilized to base different aspects of materials preparation. The newly developed model has driven 22 principles which was validated through a stepwise process. It was administered among 110 participants in 15 cities of Iran. Exploratory and confirmatory factor analyses were performed. The results indicated a high level of internal consistency and satisfactory construct validity. The TLMP model could be conducive for language policy makers, ELT professionals, materials and curriculum developers. Keywords: Critical pedagogy, materials development, transformative model, ELT community, development, validation

This study employed corpus and genre analysis as two useful tools to explore theories-in-use of the ELT community across 4 last decades. Analysis of the move-step sequence of the back cover blurbs revealed a 6-move generic pattern including advertising a book by selecting a slogan, establishing a niche, specification of the content, presentation of other components on the package, author endorsement, and propagating the book by means of extracts from teacher and students the overall purpose of which was to introduce the book and persuade the readers. From among the moves, the second one was explicitly and implicitly concerned with delineation of the theoretical framework underpinning the work. Examination of the key word concordances also indicated that, unlike what literature claimed to be the case (e.g. Bastrukmen, 1999), theories are well-reflected and well-documented in the ELT blurbs. However, the ELT community has adopted a selective approach toward theoretical orientations and that it values what is practical and of use at the classroom level. The implications are then discussed with the regard to theorists and practitioners, publishing agencies and teachers and students alike.

English is a tool that facilitates global communication, and yet, there are a number of issues that exist which hold the potential to curtail the appreciation of English as an International Language (EIL). One such issue holds its foundation in the remnants of linguistic imperialism. Within the notion of linguistic imperialism, the inner circle ‘prestige’ varieties are said to be superior to their outer and expanding circle counterparts. However, in the present day of EIL communication, are these perceptions still in play? This paper looks at the perceptions of the Australia-based Korean learner of English (KLE) when considering a selection of English varieties – American English, Australian English, British English, Korean English and Singaporean English. An analysis of the findings of this qualitative study suggests that the notion of ‘native speaker idolisation’ is still alive in the mind of the KLE in conjunction with disdain toward an outer circle variety of English. Follow-up interviews with several of the participants probe how English has impacted upon their lives with special attention paid to relationships built through English, discrimination and intelligibility issues. Through further analysis of the findings one can suggest methods that the ELT community may attempt to harness in order to positively impact upon the perceptions that learners of English hold toward various English varieties in addition to making the learners more self-aware of possible hurdles that may need to be overcome on personal levels. The ultimate goal of which, will be to contribute to the appreciation of EIL.

The use of stories in research help us better understand the world of teaching and learning since teachers and learners, like any other human being, are storytellers who engage in narrative acts to make sense of their and others' knowledge and experiences. Yet, narrative research is a path not widely walked in the Colombian language teaching and learning field. This article is therefore an attempt to review some of the epistemological and methodological underpinnings underlying this approach to qualitative research so as to add to the local knowledge of our ELT community. It discusses the role of the researcher, the different orientations narrative studies can take, and the processes involved in narrative analysis.Some of the challenges narrative researchers face in their work as well as the contributions that this method of inquiry has made to both the educational and the TESOL fields are also considered.

Cosmological variations in the fine structure constant, α, can be probed through precise velocity measurements of metallic absorption lines from intervening gas clouds seen in spectra of distant quasars. Data from the Keck/HIRES instrument support a variation in α of 6 parts per million. Such a variation would have profound implications, possibly providing a window into the extra spatial dimensions required by unified theories such as string/M-theory. However, recent results from VLT/UVES suggest no variation in α. The COsmic Dynamics EXperiment (CODEX) spectrograph currently being designed for the ESO OWL telescope (Pasquini et al. 2005) with a resolution high enough to properly resolve even the narrowest of metallic absorption lines, R > 150 000, will achieve a 2-to-3 order-of-magnitude precision increase in Δα/α. This will rival the precision available from the Oklo natural fission reactor and upcoming satellite-borne atomic clock experiments. Given the vital constraints on fundamental physics possible, the ELT community must consider such a high-resolution optical spectrograph like CODEX.

From a critical discourse perspective, this article explored how native-speakerism, the dominating ideology in the ELT community were enacted on the social media platforms of mainland China. ELT-related videos on two flourishing online video-sharing platforms, namely Douyin and Bilibili.com, were investigated with the use of language and the dynamics of power being focused. Findings from the study demonstrated the systematic influence of native-speakerism in the ELF community as well as the overwhelming power of native-speakers in terms of the issues regarding the authenticity and ownership of English.

Central to the article's inquiry are the innovative teaching methodologies and effective classroom strategies employed in ELT classrooms worldwide. Through a critical examination of theoretical frameworks and practical applications, the article illuminates the diverse pedagogical approaches and instructional techniques used to enhance language acquisition and proficiency among learners. From communicative language teaching to task-based learning and content-based instruction, the article explores the richness and diversity of approaches that educators employ to engage and empower language learners. The article delves into the transformative impact of technological advancements on language education. By examining the integration of digital tools, multimedia resources, and online platforms in ELT pedagogy, the article highlights the potential of technology to enhance language learning outcomes, facilitate authentic communication, and foster learner autonomy. However, it also acknowledges the challenges and complexities associated with technology integration, such as access barriers, digital divides, and the need for digital literacy skills among educators and learners. The article explores opportunities for professional development, collaboration, and research within the ELT community. By fostering a culture of continuous learning, collaboration, and inquiry, educators can enhance their teaching effectiveness, expand their pedagogical repertoire, and contribute to the advancement of knowledge in the field of language education. Through networks, conferences, and research initiatives, educators have the opportunity to engage in dialogue, exchange ideas, and explore innovative practices that promote excellence in ELT.

Over the past decade, different scholars in ELT have raised questions about the notion of English as a Foreign Language (EFL) and the growing issues related to inequity that such a framework has raised. Our field in Colombia needs to interrogate the very frameworks and concepts we use to define the language and how those definitions will include us or exclude us from the larger global conversations in the field of ELT and related ones as a way to remain active and relevant in years to come. This article proposes moving from English as a Foreign Language (EFL) into English as a Colombian Language (ECL) as the intermediate step toward Colombian English (CE). This article will first problematize EFL as a segue into detailing the transition and some considerations involving our views of English and teacher education.

This article of reflection considers socio-political issues such as linguistic imperialism, native speakerism, English as an International language, and appropriate teaching methodologies, which are currently contentious issues in the ELT community. Framed within a critical approach of applied linguistics, these issues are addressed in three sections (global/local tensions, teacher professional identity, and a new EFL professional identity) in order to argue that a dynamic, shifting, and multifaceted perspective of a globally-minded EFL teacher professional identity is needed so that Colombian EFL professionals can define or redefine their own identities in taking an informed and critical political stance.

Web-based devices and applications which have the potential to increase the motivation and engagement of students to in language learning have attracted much attention among the ELT community. On the brand new web-based technological devices which have been employed for the educational purposes is the Moodle, an open source virtual learning environment. Given the significance of technology in general and the potentially influential role of the E-learning Moodle in second language learning, the present study investigates the effect of Moodle-mediated second language instruction on the reading comprehension of Iranian EFL students. In so doing, the EFL learners of two classes of English majors in an Islamic Azad university in Iran were recruited as the participants of the study. The students in the experimental group (n=18) made use of blended learning in which Moodle was added to in-class instruction, whereas the learners in the control group (n=21) were taught traditionally in which the learners just made use of in-class instruction. The experiment lasted for a period of one semester. The statistical analysis of the data revealed that the experimental group students outperformed those of the control group in terms of reading comprehension. The findings have significant implications for second language instruction.

Although automated item generation has gained a considerable amount of attention in a variety of fields, it is still a relatively new technology in ELT contexts. Therefore, the present article aims to provide an accessible introduction to this powerful resource for language teachers based on a review of the available research. Particularly, it will give a brief introduction to different types of automated item generation approaches, provide a summary of previous ELT studies on this technology, and introduce three different AI-powered tools, along with practical tips for ELT practitioners. We conclude by calling for more empirical research on automated item generation from the ELT community and encouraging language teachers to take an interest in this technology themselves.

In Nepal, Twitter has recently been one of the fastest means of communication and information sharing app. This social networking site is used to express ideas, communicate messages, dispute opinions and expression of others and vent frustrations. What is striking is the use of hybridity or bilingualism in tweets in which Nepali and English are used freely and almost inseparably not just in chitchats but also in communicating information of public importance. Curious to see if such ybridity has the potential to contribute to changing perspectives on teaching and learning English, a brief study was undertaken in November-December 2018 as wells in June 2019. The study included selection of random tweets within the specific period of time and their analysis in terms of the currency and diversity of opinions expressed. The results show that hybridity is popular among Nepali tweeters not just in casual expressions, but also in serious communications, such as in formal complaints/notices, advertisements and commentaries on issues of public concern. The result also indicates that the ELT community cannot remain aloof of the language pattern.

Language Teacher Associations (LTAs) represent the enhancement of the quality of language teaching practices all over the world. They achieve their mission through organizing professional development events, establishing special interest groups, and supporting their members through publications and scholarships. Most of the LTAs serve as volunteer and charity organizations, and their emergence and evolvement depend on the contributions and involvement of their member groups. So, this chapter was written primarily to inform the LTA members who wish to become more familiar with LTAs’ organizational framework and grasp both internal and external dynamics that impact LTAs’ functionality. The chapter opens with a broad discussion of the factors that would shape LTAs’ strategic direction. Then, it provides an overview of language organizations’ structural framework with reference to several of the specific local, regional and international associations. Written descriptively, this chapter could also serve as a guide for the members of the ELT community who wish to set up a new language organization with the aim of advocating language teaching and learning activities.

This issue excites us! The scholarship of the articles, the international range of authors and the current significance of the Special Issue topic – “Promoting Diversity and Inclusion in Language Education: Perspectives from Research and Practice in Global Englishes and Translanguaging” makes this an issue which will surely be highly valued by the international ELT community.