This book offers a holistic practitioner and research-based perspective on English Language Teaching and teacher education in difficult circumstances. In addition to extending the current conceptualization of 'difficult circumstances' in ELT to include the broader policy issues that may affect ELT in low-to-mid income countries, the book focuses on the challenges faced by practitioners and learners in contexts of confinement, conflict and special education. The chapters in this collection examine the challenges and problems that emerge from the complex current ELT environment, and present examples of contextualized inquiry-based strategies and interventions to address these challenges. Underlining the need to extend the boundaries of the discipline of ELT to include teaching-learning in less privileged contexts, this wide-ranging volume will appeal to students, scholars and practitioners of English Language Teaching.

Enhances an understanding of the socio-cultural, economic and political relationships that underpin ELT in otherwise under-privileged circumstances Offers a practitioner and research-based perspective on ELT and teacher education in difficult circumstances Provides valuable insights for practitioners, teacher educators and policy makers

Autorentext
Kuchah Kuchah is Assistant Professor at the University of Bath, UK. He has been involved teacher education and material development projects in sub-Saharan Africa and Europe and has published widely on ELT in challenging circumstances and was recently recognized as one of TESOL International Association's 30 upcoming leaders in the field.
Fauzia Shamim is Professor at the English Language Center, Taibah University, Saudi Arabia. She previously headed the Department of English at the University of Karachi, Pakistan. She has trained English language teachers in a variety of settings and countries, and is a founder member of SPELT (Society of Pakistan English Language Teachers).

Inhalt
1: Teaching English in Difficult Circumstances: Setting the scene; Kuchah Kuchah.- Section I: Policy decisions and the creation of difficult circumstances.- 2: An almost invisible 'difficult circumstance': the large class; Hywel Coleman.- 3: Translanguaging as a pedagogical resource in English language teaching: A response to unplanned language education policies in Nepal; Prem Phyak.- Section II: Developing contextually responsive pedagogy and materials for TEDC.- 4: Promoting Learner Engagement in a Large University Level ESL Class in Pakistan; Bushra Ahmed Khurram.- 5: We learn from simple way but big big thing: promoting learner autonomy in large under-resourced classes; Ganga Ram Gautam and Zakia Sarwar.- 6: Using mobile to create low cost, high quality language learning opportunities: lessons from India and Bangladesh; Alexandra Tyers and Amy Lightfoot.- Section III: Difficult Circumstances in non-mainstream ELT: Contexts of confinement, conflict and Special needs.- 7: 'I wantto make the invisible visible': Teacher motivation in Argentinian prison education; Darío Luis Banegas.- 8: ELT in a war-affected context: one teacher's coping strategies and practical responses in a Syrian camp school; Abdulqader Alyasin.- 9: Resourcing the Under Resourced English Language Classroom in State Primary Special Education Schools in Buenos Aires, Argentina; Susan Hillyard.- Section IV: Approaches to teacher development in Difficult Circumstances.- 10: Towards a Project Based Approach to Teacher Development in Difficult Circumstances: The Case of 2 English Language Teachers' Professional Development in Cameroon; Gladys Focho. 11: Using Mediated Authentic Video as a potential innovative solution for training at scale: a view from Bangladesh; Mike Solly and Clare Woodward.- Conclusion.- 12: Teaching English in Difficult Circumstances: Lessons learnt and the way forward; Fauzia Shamim.