本书结合相关理论从英语的全球化、全球化与英语的传播、跨语言翻译、全球英语导向评估、全球化英语-态度与认同、中国英语的教育的未来、全球英语与语言教学等几个方面阐述了英语作为国际通用语言, 它的发展历史、语言本身的特点、对其他语言的影响等做了比较深入的阐述, 尤其对当下互联网时代关于英语教学的思考具有很大的启发和促进作用。
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
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