Examines the complex interplay between global and local influences on language policies, curriculum development, the implementation of new teaching methods, and the integration of technology Includes examples from across the MENA region, including Egypt, Iran, Saudi Arabia, Oman, Lebanon and the United Arab Emirates Brings together experiences at all levels of language education to identify the origins of change and the factors influencing its success

Autorentext

Hayo Reinders is TESOL Professor and Director of the doctoral programme at Anaheim University, USA, and Professor of Applied linguistics at KMUTT, Thailand. He is founder of the global Institute for Teacher Leadership.
Christine Coombe is Associate Professor at Dubai Men's College, UAE, and Past President of TESOL International Association (2011-2012).
Andrew Littlejohn has around 20 years' experience of working in the Middle East, including Bahrain, Qatar and Oman and is the author of numerous books and materials on English language teaching.
Dara Tafazoli is a PhD candidate in Language and Culture at the University of Cordoba, Spain. His previous books include: Multiculturalism & Technology-Enhanced Language Learning (edited with M. Romero, 2017), and Cross-Cultural Perspectives on Technology-Enhanced Language Learning (edited with M. E. Gomez Parra & C. Huertas Abril, 2018).

Inhalt
Chapter 1. Innovation in Language Learning and Teaching: The Case of the MENA; Christine Coombe, Hayo Reinders, Andrew Littlejohn & Dara Tafazoli.- Chapter 2. Refugees from MENA learning languages: Progress, Principles and Proposals; John Traxler, Elena Barcena & Timothy Read.- Chapter 3. Plugging the gap: Supporting primary school teachers to create culturally appropriate ELT materials; Sarah Rich, Sam Weekes, Maryam al Jardani & Salima al Sinani.- Chapter 4. Task-based learning and teaching: The case in Egypt; Deena Boraie, Ebtihal El Badry & Maged Habashy.- Chapter 5. Innovation in writing instruction: Towards nurturing confident, motivated, and academically honest L2 writers; Fatima Esseili.- Chapter 6. Innovation in reading in the United Arab Emirates; Melanie Gobert & Helene Demirci.- Chapter 7. Reading for science: Anatomy as a metaphor for a holistic college-wide innovation; Roger Nunn, Caroline Brandt, Asli Hassan & Curtis Bradley.- Chapter 8. Towards English for Academic Purposes curriculum reform: Linguistic, educational or political considerations?; Elana Spector-Cohen, Lisa Amdur, Ingrid Barth, Rosalie Sitman & Linda Weinberg.- Chapter 9. The evolution of research paper course; Andrew Littlejohn & Sandhya R. Mehta; Chapter 10. Developing communication skills through participation in course-based undergraduate research experiences; Robert Craig & Brian Bielenberg.- Chapter 11. Preparing for a digital future: CALL teacher education in Iran; S. Susan Marandi.- Chapter 12. Online language teacher education for a challenging innovation: Towards critical language pedagogy for Iran; Arman Abednia & Graham Crookes.- Chapter 13. Telecollaboration among Qatari and U.S. undergraduates in a multicultural course: Opportunities and obstacles; Zohreh R. Eslami, Valerie Hill-Jackson, Svetlana Kortes & Lobat Asadi.