AsiaTEFL Book Series

Unity Within Diverisity

AsiaTEFL Book Series

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  • Information of the AsiaTEFL Book Series
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Routledge-AsiaTEFL Book Series – Website Content

The AsiaTEFL Book Series has published 10 academic volumes in collaboration with prominent publishers including Routledge. The outstanding Professor Bernard Spolsky was Editor in-Chief of the Book Series since its inception in 2007. With the passing of Professor Spolsky in 2022, joint Presidents of Asia TEFL (Professor Suwarsih Madya and Professor Joo-Kyung Park) have appointed Professor Subhan Zein as the new Editor-in-Chief. Professor Zein has developed new initiatives for the Routledge-AsiaTEFL Book Series, including recruiting Editorial Board Members. The Routledge-AsiaTEFL Editorial Board now consists of 20 internationally celebrated scholars who have strong expertise in the English language and English language education in Asia, including Professor Anthony J. Liddicoat (Warwick University, UK), Professor Yuko Goto Butler (University of Pennsylvania, USA), and Professor Xuesong (Andy) Gao (University of New South Wales, Australia). Their involvement ensures coverage of all major regions in Asia: East Asia, Southeast Asia, Central Asia, South Asia, and the Middle East. The Series has also offered new types of publication, expanded its publication coverage, and clarified procedures for peer review. It is now part of Routledge’s ever-expanding publication platform, ensuring that all published books in the Series are Scopus-indexed.

Aim

The Routledge-AsiaTEFL Book Series aims to become a rigorous academic publication outlet for scholars wanting to publish edited volumes and research monographs focusing on the English language and English language education in Asia.

Scope

The Series publishes edited volumes and research monographs which focus on innovative studies into the English language and English language education in Asia. The specific geographical focus includes any country in Asia or any region in Asia.

Contributors may critically examine the role of English in the formal education system or its use as a medium of instruction in a given country or region in Asia. However, rather than solely focusing on English, contributors are encouraged to take a broad sociolinguistic approach by examining the interrelationship between English and other languages in the country’s/region’s linguistic ecology. Examination of English in the education system or its use as a medium of instruction and its complex and dynamic relation with a national language and indigenous languages is of great interest, as are comparative studies involving two or more countries.

The Series also opens up opportunities to scholars wanting to examine Asian Englishes and English as a lingua franca. Explorations of the way English spreads in an Asian country or region, its use and development, as well as the status and corpus analysis of local varieties of English are welcome. So are investigations of English in a diverse range of settings; for example, in lingua franca situations involving English. Contributors seeking to explore either of these niches of research must ensure an adequate portion is dedicated to pedagogical implications. 

The Series offers space for in-depth Asian-based research into the English language and English language education in Asia. The research may focus on any of the following topics:

  • language revitalisation
  • second language acquisition (SLA)
  • linguistic corpora
  • pragmatics
  • discourse analysis
  • language testing and assessment
  • materials development
  • language and the media
  • language teaching methodology
  • Asian Englishes
  • intercultural language teaching
  • language planning and policy
  • teacher identity
  • language and technology
  • language teacher education
  • translanguaging
  • linguistic landscape
  • English as a lingua franca
  • language ideologies
  • linguistic human rights

For example, one may wish to write a monograph about the identify of English teachers in Afghanistan, and another may want to edit an academic volume on the impact of the spread of English on Kazakhstan’s linguistic landscape.

Editor-in-Chief

  • Professor Subhan Zein (PhD, Australian National University)
    Sunway University, Malaysia, and Universitas Pendidikan Indonesia (UPI) Bandung, Indonesia

Associate Editor

  • Associate Professor Hyunjung Shin, Saskatchewan University, Canada

Editorial Board

  • Professor Anthony Liddicoat, University of Warwick, UK
  • Professor Hayo Reinders, Anaheim University, USA
  • Professor Yuko Goto Butler, University of Pennsylvania, USA
  • Professor Xuesong (Andy) Gao, University of New South Wales, Australia
  • Professor Angel Lin, Education University of Hong Kong, Hong Kong
  • Professor Lawrence Zhang, University of Auckland, New Zealand
  • Professor Paul Kei Matsuda, Arizona State University, USA
  • Professor Ali Derakhshan, Golestan University, Iran
  • Professor Emeritus Azirah Hashim, Universiti Malaya, Malaysia
  • Professor Arifa Rahman, University of Dhaka, Bangladesh
  • Professor Ee Ling Low, Nanyang Technological University, Singapore
  • Professor Seyyed-Abdolhamid Mirhosseini, The University of Hong Kong
  • Professor Brian Paltridge, The University of Sydney, Australia
  • Professor Muhammad Kamarul Kabilan, University of Science Malaysia, Malaysia
  • Professor Peter De Costa, Michigan State University, USA
  • Professor Tareq Elyas, King Abdul Aziz University, Saudi Arabia
  • Professor Ali Al Issa, Sultan Qaboos University, Oman
  • Professor Bedrettin Yazan, University of Texas at San Antonio, USA
  • Associate Professor Nargiza Mahmudova, State University of World Languages, Uzbekistan
  • Professor Ravinder Gargesh, Delhi University, India

Submission

The Routledge-AsiaTEFL Book Series invites authors to contact the Editor-in-Chief with proposals for new monographs or edited volumes. Authors who wish to write a research monograph, those wishing to turn their doctorate thesis into a monograph, and those putting together previous studies into a cohesive book, are welcome to submit their proposals. Scholar(s) planning to edit a volume are encouraged to assemble a group of contributors and discuss their plans with the Editor-in-Chief (book@asiatefl.org and subhanzein@gmail.com)

Peer Review

All book proposals and manuscripts submitted to the Routledge-AsiaTEFL Book Series will undergo rigorous reviews.

First, the Editor-in-Chief and Associate Editor will undertake an in-house review. Subject to satisfactory in-house review, the Editor-in-Chief will assign two Editorial Board Members to review each book proposal or manuscript. An external reviewer will also be assigned to review the proposal or manuscript, if need be.

All peer reviews will be taken into account to consider whether the monographs and edited volumes merit recommendation for publication. Those monographs and edited volumes receiving recommendation for publication from the Editor will be published by Routledge and will be Scopus-indexed.

For more information, please contact book@asiatefl.org and subhanzein@gmail.com.

Current Trends and Issues in ELT Materials in Selected Asian Contexts: Implications for the Global Community

Edited by Muhammad Kamarul Kabilan, Mohd Iqbal Ahamat, Utami Widiati, Jasper Kun-Ting Hsieh Copyright 2026

Exploring critical developments and challenges in English Language Teaching (ELT) within Asian contexts, this edited volume offers insights into material adaptation, evaluation, innovations, and the role of English language materials towards achieving the sustainable development goals (SDGs).
With contributions from experts in Indonesia, Malaysia, Iran, Thailand, Bangladesh and China, this volume serves as a key resource for understanding the evolving landscape of ELT materials in a diverse cultural setting. Filling a critical gap in the global discourse on ELT materials which is currently rooted in Western perspectives, the book examines current trends and issues in ELT materials specifically within South and Southeast Asia. Chapters provide a platform to highlight localized approaches to material development, explore the intersection of global standards and local contexts, and identify innovative practices that can inform the global ELT community. Ultimately, the book fosters dialogue between regional and global stakeholders in the field.
Contributing to a more inclusive understanding of ELT material development, this volume is a key reference for academics, scholars and researchers in the field of ELT design and development, English Medium Instruction, Asian Education as well as bilingualism. Educators and curriculum designers engaged in English as a Second or Foreign Language (ESL/EFL) contexts will also benefit from this volume.

Contents

Part I: Regional Practices
Chapter 1. Navigating Lecturer’s Challenges and Strategies in Implementing EMI in Psychology Study Program: A Narrative Inquiry  Rosalin Ismayoeng Gusdian, Rina Wahyu Setyaningrum and Riski Lestiono
Chapter 2. Corpora-based Evaluations of the Language of TextbooksJayakaran Mukundan and Laleh Khojasteh 
Chapter 3. Do We Need The Textbooks?: Insights from MUET Reference Books and TeachersNur Anneliza Abd Latip, Hanita Hanim Ismail, Harwati Hashim and Wardatul Akmam Din 
Chapter 4. The Effectiveness of the English Language Teaching Materials Specialized in Halal TourismRibahan and Hery Rahmat
Chapter 5. Bridging Interfaith Dialogues through the Development of ELT Materials: A Critical Pedagogical Approach for Transformative EducationSukirman
Chapter 6. Current Trends of Using ELT Materials in the Classrooms of Bangladeshi UniversitiesTanzila Shahid 
Part II: Localisation vs. Globalisation
Chapter 7. Rethinking Coursebook Content in Malaysia and Indonesia: Towards a Decolonial ELTMohd Iqbal Ahamat, Af’idatul Husniyah and Hasti Rahmaningtyas
Chapter 8. Global-local dialectic in ELT: Insights from English textbooks in Malaysia, Singapore and VietnamHajar Abdul Rahim
Chapter 9. Teacher-Produced ELT Resource Book for Global Citizenship in Thailand’s Deep South  Watcharin Fonghoi and Singhanat Nomnian
Chapter 10. Positioning Global Competence in English Language Education: A Reference to the Common European Framework of Reference (CEFR) Curriculum Textbook Content Nur Syafiqah Yaccob
Part III: Innovations and Technology Integration
Chapter 11. Chapter 11. Transforming English language education: Integrating technology into teaching materials for higher educationMartin Kustati, Suci Ramadhanti Febriani and Yunisrina Qismullah Yusuf
Chapter 12. Integrating EON XR into English Language Pedagogy: Institutional Insights from UiTMNur Syazwanie Mansor
Chapter 13. Development of a Task-based Reading Material Using the ADDIE Model for the Chinese EFL Context  Wang Yan and Muhammad Kamarul Kabilan
Localizing Global English Asian Perspectives and Practices

Edited by Hikyoung Lee &Bernard Spolsky
October 21, 2020

English is the most widely taught and learned language in the world and is used for communication among speakers from different language backgrounds. How it can be effectively taught and learned, what English means to, and how it can be 'owned' by, non-native speakers of English in Asia and elsewhere, are all issues that warrant contemplation. This edited collection addresses these issues and more by looking at a wide range of topics that are relevant and timely in contexts where English is taught as a foreign language. The authors offer novel perspectives gleaned from theory and actual practice that can inform English language teaching in Asia and beyond. This book will be of interest to researchers, policymakers, curriculum developers, and practitioners in the field of English teaching and learning.

Contents

List of tables vii
List of contributors viii
Preface xii
Bernard Spolsky
Introduction xv
Hikyoung Lee
PART I: PERSPECTIVES 1
1. Considering English teaching in the context of ELF Paul Mcbride 3
2. Knowledge construction in World EnglishesRuanni Tupas and Alejandro S. Bernardo 20
3. TESOL and Tesology in Asia: A critical reviewOryang Kwon 34
4. Unequal Englishes: Reconceputalizing the teaching of English in linguistically diverse classroomsRuanni Tupas and Willy Renandya 47
PART II: PRACTICES
5. Intercultural Communicative Competence development in an EFL context in ThailandMalinee Prapinwong And Pragasit Sitthitkul 65
6. English across the Curriculum: Four journeys of synergy across disciplines and universitiesJulia Chen, Christy Chan And Angela Ng 84
7. The 3Es (engages, empower and emancipates) ESL teacher education curriculum in the development of future teachersRaja Nor Safinas Raja Harun 104
8. Literacy sponsorship, language ideologies, and identity construction of EFL learners and usersYanty Wirza 125
9. The role of mediation in classroom interactionLe Pham Hoai Huong 139
Index 157
The Asian EFL Classroom Issues, Challenges and Future Expectations

Edited by Soo-Ok Kweon &Bernard Spolsky
November 15, 2018

This book offers an insight into the 21st century teaching and learning of English in Asia. Despite English being widely recognized as a lingua franca in this era of globalization, the general EFL proficiency of graduates from high schools and even universities in most Asian countries are still below the expectations of policymakers. Given the critical role English will play in the globalized world, this review and examination of the current state of English education in Asia is both important and timely.

This book consists of ten chapters from ten different Asian countries, including the Russian Far East. The scope of the book allows EFL students, researchers and teachers to gain perspectives on many of the significant current issues, expectations, and challenges in the teaching and learning of English faced by Asia in the 21st century.

Contents

List of illustrations vii
Notes on contributors x
Preface xiv
Bernard Spolsky
Introduction
Soo-ok Kweon		 1
1. Learning Spaces, Learning Management, and Learning Anchors in ELT Classroom in the Philippines: Contexts and DirectionsPhilip Jay N. Alcoberes and Rosarito T. Suatengco 7
2. Teaching English in Contemporary Chinese ContextsHaixiao Wang, Hua Chen and Wenyu Wang 29
3. The challenges and changes of the Russian EFL classroomNatalya Maximova 44
4. In search of order for teaching and learning English in the Malaysian classroomCynthia Yolanda Doss and Ramesh Nair 65
5. The Asian EFL classroom: issues, challenges and future expectations applied critical thinking and EFL pedagogy in VietnamDýõngThị Hoàng Oanh and Nguyễn Xuân Đạt 81
6. The flipped classroom as a paradigm shift for teaching EFL in KoreaHeyoung Kim 113
7. Indonesian EFL teachers’ responses to in the current and future challengesNenden Sri Lengkanawati 133
8. Promoting plurilingualism throughout language classrooms in East Asia: Implications from EFL research in JapanShien Saka 151
9. English education in partnership with third parties: A Case of equity in Hong KongTae-hee Choi 169
10. Building Today for Tomorrow: Teachers and Students in the Singapore English Language ClassroomDonna Lim, Kiren Kaur and Ruth Y. L. Wong 189
Index 209
English Education at the Teriary Level in Asia: From policy to practice (Routledge Critical Studies in Asian Education)

Eun Sung Park & Bernard Spolsky

This is the third volume of a trilogy on English Language education in Asia within the Routledge Critical Studies in Asian Education. Put together by editors and contributors selected by AsiaTEFL, this book provides a timely and critical review of the current trends in tertiary level English education in Asia. It foregrounds the developments and trends, policies and implementation, as well as research and practice. Written by ELT scholars and educational leaders, this book presents articles on China, Hong Kong, India, Japan, Korea, Malaysia, the Philippines, Singapore, Thailand, and Vietnam. While the authors focus on their own local issues, providing an overview of the state of tertiary English teaching in their respective territories, they also provide insights from their successes and failures which can help inspire solutions to similar challenges faced internationally in the field. Chapters in the book include:
  • Heading toward the global standardization of English education in Korean universities
  • English in tertiary education in India: A Janus-faced perspective with special reference to University of Delhi
  • English in the discipline: language provision in Hong Kong's new university curriculum
  • ELT at tertiary institutions in China: A developmental perspective
This book will be valued by administrators, researchers and scholars interested in bilingualism, language policy and planning in higher education

Contents

Introduction
EUN SUNG PARK		 1
1. ELT at tertiary institutions in China: A developmental perspectiveXIAOXIANG LI 6
2. English in the discipline: Language provision in Hong Kong's new university curriculumKEN HYLAND 27
3. English in tertiary education in India: A Janus-faced perspective with special reference to the University of DelhiRAVINDER GARGESH AND ANJANA NEIRA DEV 46
4. English education at universities in Japan: An overview and some current trendsHAJIME TERAUCHI 65
5. Heading toward the global standardization of English education in Korean universities: A case study of an English program in a Korean universityHEE-KYUNG LEE 84
6. English language teaching and policies at the tertiary level in MalaysiaWEI KEONG TOO 109
7. Teaching English composition at the tertiary level: Voices, values, and views of two teachers in the PhilippinesMARIA LUZ ELENA N. CANILAO, MICHELLE G. PATERNO, AND MARIANNE RACHEL G. PERFECTO 130
8. Developing English language skills in the Singapore higher education contextLINDA HANINGTON AND WILLY A RENANDYA 152
9. Development of tertiary English education in ThailandUBON SANPATCHAYAPONG 168
10. English language education in Vietnamese universities: National benchmarking in practiceLE VAN CANH 183
Secondary School English Education in Asia: From policy to practice (Routledge Critical Studies in Asian Education)

Bernard Spolsky, Kiwan Sung

Continuing on from the previously published Primary School English-Language Education in Asia: From Policy to Practice (Moon & Spolsky, 2012), this book compiles the proceedings which took place at the 2011 annual conference of AsiaTEFL which took place in Seoul, Korea. It surveys the current status, practices, challenges, and future directions of Secondary English education in 11 diverse countries - in Israel, Japan, Korea, Singapore, Bangladesh, India, Indonesia, Malaysia, Pakistan, Vietnam and China. Given the importance of secondary English education as the central feature for continuing development of target language and culture in English language teaching in Asia, each contributed chapter includes key policies, theories, and practices related to the development and implementation of country-specific curricular and instructional programs in secondary English educational contexts in these countries. Secondary School English Education in Asia: From Policy to Practice critically analyses both sides of the English language debate - from advantages to complications - in its chapters including:
  • Educating for the 21st Century: The Singapore Experience
  • Miles to Go ...: Secondary Level English Language Education in India
  • English Language Education Innovation for the Vietnamese Secondary School: The Project 2020
  • Exploring the Value of ELT as a Secondary School Subject in China: A Multi-goal Model for English Curriculum
Secondary School English Education in Asia will appeal to English Language Teaching (ELT) researchers, teacher educators, trainee teachers and teachers, primarily those teaching in Asia.

Contents

List of illustrations xi
List of contributors xii
Preface xiii
Acknowledgements xv
Introduction 1
PART I
Upgrading secondary English teaching through innovative changes 13
1. English in secondary education in Israel SUSAN HOLZMAN 15
2. Secondary English education in Japan: an overview and a previewJUDY NOGUCHI 33
3. Innovating secondary English education in KoreaYOUNG SHIK LEE 47
4. Educating for the 21st century: the Singapore experience PETER TEO 65
PART II
Bridging gaps in policy development and implementation 83
5. Secondary English education in Bangladesh: a critical reviewARIFA RAHMAN 85
6. Miles to go ...: secondary English language education in IndiaRAVINDER GARGESH 103
7. The teaching of English at secondary schools in IndonesiaDIDI SUKYADI 123
8. Globalisation and the evolution of English language education in Malaysian secondary schoolsRAJA MAZUIN BTE RAJA ABDUL AZIZ AND RAMESH NAIR 148
PART III
Valuing critical needs of society and learners 159
9. Updating English textbooks: the case of Pakistani secondary schoolsSAMINA AMIN QADIR AND SARWET RASUL 161
10. English language education innovation for the Vietnamese secondary school: the Project 2020LE VAN CANH 182
11. Exploring the value of ELT as a secondary school subject in China: a multi-goal model for the English curriculumYAFU GONG AND ADRIAN HOLLIDAY 201
Index 218
Conditions for English Language Teaching and Learning in Asia

Kiwan Sung & Bernard Spolsky Cambrige Scholar Publishing

The book 'Conditions for English Language Teaching and Learning in Asia' was recently published for the commemoration of prof. Bernard Spolsky. It consists of the featured presentations in the 2013 conference in Manila.

http://www.cambridgescholars.com/conditions-for-english-language-teaching-and-learning-in-asia

Contents

1. From Multilingualism to Monolingualism: Linguistic Management in SingaporePhyllis Ghim-Lian Chew 1
2. Motivation as a Language Learning Condition Re-examined: Stories of Successful Vietnamese EFL StudentsLe Van Canh 17
3. Conditions for English Language Learning in RussiaMarina Rassokha 37
4. Conditions for English Language Learning in Indonesia: What Indonesian Teachers of English Have Attempted to Do to Enhance Students' English LearningBachrudin Musthafa and Fuad Abdul Hamied 63
5. Spolsky's Social Contexts and Learner Factors: A Case from IndiaRavinder Gargesh 77
6. Conditions for Learning English in IsraelSusan Holzman 91
7. Reconditioning the Conditions for Second Language Learning: Social Conditions and Learner MotivationMasaki Oda 129
8. Conditions of English Language Learning in Pakistan: A Comparative Study of Private, Public and Madrasa InstitutionsSamina Amin Qadir and Fakhira Riaz 127
9. Conditions for Second Language Learning: Translanguage Meta-talk in Peer Interaction, the Sri Lankan ExperienceHemamala Ratwatte 145
10. Opportunities for English Learning in KoreaYoung-in Moon 167
11. Ideal and Real Objectives Discrepancy ConditionWang Haixiao 185
12. Transforming Conditions for Learning English in MalaysiaGanakumaran Subramaniam 205
Primary school English-language education in Asia: From policy to practice

Spolsky, B. & Moon, Y. (Eds.) (2012).
Routledge critical studies in Asian education.

The present book is the fifth volume of AsiaTEFL Book series, dealing with English teaching in the primary school, consisting of revised papers delivered at the 2010 AsiaTEFL international conference. The authors are scholars and educational leaders that national associations in Asia nominated to report on a topic of primary school English-language education policies in their respective countries and regions. The coverage is wide: China (rapidly becoming the leader in the number of students learning English), Japan (working to make the transition from primary to secondary school smooth and seamless), Singapore (which has for many years followed a policy of using English as a medium of instruction), Korea (giving a growing role to English while preserving its mother tongue), India (building on a tradition of colonial English teaching to establish English as an economic resource), Vietnam (fitting English into a major program of national rebuilding), and Taiwan (successfully implementing English educational policies from Taipei City to other parts of the nation).

Contents

1. Primary English Education in China: Review and ReflectionXIN WU 1
2. Issues in the Transition of English Education from Elementary Schools to Secondary SchoolsKENSAKU YOSHIDA 23
3. Language Teaching Methods in Singapore Primary Schools: An Historical OverviewPHYLLIS GHIM-LIAN CHEW 38
4. Primary School English Education in Korea: From Policy to PracticeHOO DONG KANG 59
5. Young Learner English Language Policy and Implementation: A View from IndiaRAMA MATHEW 83
6. Teacher Preparation for Primary School English Education: A Case of VietnamLE VAN CANH &DO THI MAI CHI 106
7. Planning and Implementation of Elementary School English Education in TaiwanCHINFEN CHEN 129
AsiaTEFL Book 2010 4th volume

Language Assessment in Asia: Local, Regional or Global?

Language assessment has become one of the most important issues in modern education. Language Assessment in Asia: Local, Regional or Global? is the fourth volume in the series by AsiaTEFL aimed to promote an understanding of English assessment in the Asian context. This volume provides a wealth of important information on the development and practice of English assessment in six countries: China, Japan, Korea, Israel, Indonesia, and Bangladesh. The comprehensive reviews in each chapter show that these Asian countries tend to have centralized high-stakes testing, which demonstrates the dangers and limitations of this approach. The authors claim that tests need to be used with care and that we should avoid excessive reliance on imperfect assessment instruments. This volume will help non-Asian as well as Asian ELT professionals understand and learn more about language assessment and its current trends in Asia.

Contents

1. College English Education in China: From Testing to AssessmentYan Jin 1
2. Taming the External Force of High-stakes Language Testing - Identifying Conditions under Which Tests Work for Improving EFL PracticesYoshinori Watanabe 27
3. Issues for English Tests and Assessments: A View from KoreaJihyeon Jeon 53
4. Language Assessment in Asia: Local, Regional or Global? A View from IsraelBernard Spolsky 77
5. EFL Assessment in Indonesia: National Exams &Quality EducationFuad Abdul Hamied 93
6. English Language Assessment in Bangladesh: Developments and ChallengesRubina Khan 113
AsiaTEFL Book 2008 3rd volume

ENGLISH LANGUAGE TEACHER EDUCATION IN ASIA

English Language Teacher Education in Asia is the third book in a series by AsiaTEFL designed to promote an understanding of English language teaching (ELT) in the Asian context. This volume provides a wealth of information on pre-service and in-service English language teacher education in Asian nations. It presents a review of, or discussion on the policy of, English language teacher education in eight nations: Indonesia, China, Korea, Japan, Thailand, the Philippines, Singapore, and Malaysia. Each chapter focuses on main issues or policy changes in English language teacher education in that country. The volume provides a guide in understanding ELT in the Asian context and helps non-Asian as well as Asian ELT specialists understand the history as well as current trends and issues of English language teacher education in these eight nations of Asia.

Contents

1. English Language Teacher Education in IndonesiaAli Saukah 1
2. English Teacher Education in China: The Status Quo and the Way ForwardLianzhen He 29
3. Exploring Inservice Teacher Education in KoreaKilryoung Lee 49
4. Teacher Education in Japan: Clearing the GroundMasaki Oda 71
5. Insights into Teacher Education Policy and Its Influences on EFL Teacher Education in ThailandChaleosri Pibulchol 89
6. The Philippine Experience of Reflective Practice in INSET Teacher Development InitiativesMaria Luz C. Vilches 115
7. Teacher Education in Singapore: Challenges of GlobalizationLubna Alsagoff 141
8. The Role of English Language Teacher Education in Realizing the Nation's Aspirations: A Malaysian PerspectiveAslam Khan bin Samahs Khan 167
AsiaTEFL Book 2007 2nd volume

ELT Curriculum Innovation and Implementation in Asia

ELT Curriculum Innovation and Implementation in Asia is the second book in a series by AsiaTEFL designed to promote an understanding of English language teaching (ELT) in the Asian context. This volume provides a wealth of information on ELT curriculum innovations and their implementations in ten distinct regions: Indonesia, China, Hong Kong, Korea, Malaysia, Israel, the Philippines, Vietnam, Iran, and Russia. Each chapter focuses on curriculum innovations in ELT in that region's history. The volume provides a guide to understanding ELT in the Asian context and helps non-Asian as well as Asian ELT specialists understand the ELT curricula in these ten areas of Asia.

Contents

1. Curriculum Innovations in Indonesia and the Strategies to Implement ThemSuwarsih Madya 1
2. Rethinking the College English Curriculum in ChinaWen Zhao &David Coniam 39
3. Innovations in ELT Curricula and Strategies of Implementation in Hong Kong SARLindsay Miller &David C. S. Li 71
4. Innovative English Education Curricula and the Strategies of Implementation in KoreaChan Kyoo Min 101
5. ELT Curriculum Innovations and Strategies for Implementation in MalaysiaDato' Hjh Noor Rezan Bapoo Bt. Bapoo Hashim 131
6. English for Academic Purposes National Curriculum: Teaching and Learning English in the Teacher Training Colleges in IsraelSusan Holzman 145
7. English Language Teaching, Curriculum Innovations and Implementation Strategies: Philippine ExperienceDinah F. Mindo 161
8. Teacher's Beliefs about Curricular Innovation in Vietnam: A Preliminary StudyLe Van Canh 191
9. English for Understanding One Another: A Critique of the National EFL Curriculum for Undergraduate English Courses in Iranian UniversitiesBahram Behin 217
10. ELT Curriculum Innovations in Russia: Positive Changes and ConcernsSvetlana A. Suchkova 243
AsiaTEFL Book 2006 1st volume

English Education in Asia History and Policies

English Education in Asia: History and Policies is the first book published by the AsiaTEFL Association in order to promote understanding of English language teaching (ELT) or Teaching English as a Second or Foreign Language (TESL/TEFL) in Asian context. This volume is designed to provide information on the history and the policy of English language education in Asian nations. It will present a historical review of ELT in nine nations: China, Korea, Bangladesh, Japan, India, Singapore, Vietnam, Sri Lanka, and Indonesia. Each chapter will also focus on policy changes in English language education in its history. The volume will provide a guide in understanding ELT in Asian context and help non-Asian as well as Asian ELT specialists understand the historical background and current trends of ELT in the nine countries.

Contents

1. History and Policy of English Education in Mainland ChinaQiufang Wen and Wenzhong Hu 1
2. The History and the Policy of English Language Education in KoreaYeon Hee Choi 33
3. The History and Policy of English Education in BangladeshArifa Rahman 67
4. Historical View of TEFL Policy in JapanIkuo Koike 95
5. The History, Policy and the Present State of English in IndiaRavinder Gargesh 117
6. The History and the Policy of English Education in SingaporePhyllis Ghim-Lian Chew 141
7. A Historical Review of English Language Education in VietnamLe Van Canh 167
8. Changing Times, Changing Attitudes: The History of English Education in Sri LankaRyhana Raheem and Dinali Devendra 181
9. A Concise History of Teaching English as a Foreign Language in IndonesiaEugenius Sadtono 205