Ali Fuad Selvi

English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important moment in the history of English language teaching. Readers will find an accessible introduction to the past, present, and future of EIL and an essential discussion about EIL pedagogy along with practical applications in methods and materials, culture and identity, and curriculum development. Reflective Break questions serve as guidelines for teachers' particular contexts, needs, and learners.

... Lise Getoor University of Maryland, College Park joint work with Indrajit Bhattacharya, Qing Lu and Prithviraj Sen Page 2. 08/22/2004 ... Some Current Projects Link-based Classification • work with Qing Lu and Prithviraj Sen • Link-based classification using a variety of link ...

Ali Fuad Selvi is a PhD candidate in the Second Language Education and Culture program at the University of Maryland, College Park where he serves as a graduate teaching and research assistant. He is also the current president of the WATESOL (Washington Area Teachers of English to the Speakers of Other Languages) NNEST Caucus. His research interests include the global spread of English, second language teacher education, World Englishes, and issues related to non-native English-speaking professionals in TESOL. His ...

Summary: Fueled by present-day globalization and influx of migration, the unprecedented global demand for English language necessitates the provision of high-quality education for English language learners across the world. This picture places English language teaching at the top of the educational agenda in both English-speaking and non-English-speaking countries. As a result of this critical prominence of the global English language teaching enterprise, the need for preparing all language teachers (teacher-learners coming from a ...

The ubiquitous and pressing need to enhance instruction provided to English language learners (ELLs) in the United States necessitates collaboration between teachers of English to the speakers of other languages (ESOL), and mainstream (or content-area) teachers, to share their exper-tise. This collaboration can be manifested in a number of ways such as coteaching, parallel teaching, and coplanning. In line with this argument, scholars have recognized ESOL-mainstream teacher collaboration as a powerful support system ( ...

The current review acknowledges the complex and subjective nature of the practicum experience and thereby makes a deliberate attempt in recognizing a diverse body of literature that informs the formulation, operationalization, and implementation of the entire practicum process. More specifi cally, it presents a systematic analysis of books focusing on the practicum experience (Richards & Farrell, 2011), language teacher development (Farrell, 2015), and teacher identity negotiation and construction (Cheung, Said, & Park, 2015).

Parallel to the growing recognition of English as an international language, the fundamental premises of the TESOL discipline (e.g., the ownership of the language, native speakers as a goal and model of competence for learning and teaching, linguistic standards and language variety/ies to be taught, mono- lingual/monocultural approach to teaching) has undergone a serious challenge and reconceptualization over the past several decades. While this trend resulted in an unprecedented recognition of the issues surrounding nonnative speakers in the field of TESOL, it also meant the emergence of a series of unfounded ideas or false beliefs about nonnative English speakers in the TESOL (NNEST) movement. By discussing and problematizing these commonly held myths and misconceptions about the NNEST movement, the current article aims to clarify a number of important issues and shed a light onto the past, present, and future of the movement. Having a solid grasp of the movement in the context of global dynamics, changing times, and reconfigured fundamental premises of the discipline has a paramount importance for all stakeholders involved in TESOL who long for a professional milieu characterized by democracy, justice, equity, participation, and professionalism.

Situated at the intersection of sociolinguistic and educational planes, English as a medium-of-instruction debate has always been at the crux of the intense debates, and offers a lens for a systematic investigation of the spread of English in Turkey. As Turkey is moving toward greater integration with the European Union and promoting its competitiveness at the global level, the medium-of-instruction debate is more relevant than ever. Departing from this conceptualization, this state of-the-art article investigates the medium-of-instruction debate in Turkey by drawing from a wide range of sources including official documents, news articles, and empirical research reports. I contend that the medium-of-instruction pendulum in Turkey is oscillating between national ideas and bilingual ideals, and consequently creates a tremendous influence on social and educational strata of Turkish society. In order to document the swing of the pendulum, the current paper presents a blend of the historical and the sociolinguistic trajectories of the debate and overviews implications in the field of education. The paper concludes with a problematization of existing policies and implementations, and suggests educational policy recommendations that might inform the future of the medium-of-instruction debate and English-language teaching in the formation of twenty-first-century Turkey.

The current chapter is at the nexus of two interrelated phenomena.
First, I take the position that the unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy, as Lin et al. (2004) remind us in the epigraph. Second, TESOL teacher education (TESOL-TE) practices regarding an EIL-sensitive pedagogy need to embrace macro- (e.g. the institutional affordances and constraints) and micro-level (e.g. individual backgrounds and post-programmatic orientations of teacher-learners and teacher educators) considerations.
In this chapter, I provide a critical and multifaceted discussion of the
Master’s in TESOL (MATESOL) programmes in the U.S., and argue that their complex structures and diverse profiles (both teacher-learners and teacher educators) serve as a locus of debate and discussion, which comes at a propitious moment for the future of EIL pedagogy and teacher education. In the first part of the chapter, I briefly outline the recent sociolinguistic profile of English users and uses, which can attest to the present-day international status of English. This discussion contextualizes the teacher education within the broader sociolinguistic framework and offers a coalescing window into the past of EIL literature, and an impetus towards EIL teacher education. The discussion will be then complemented by deconstruction of the programmatic parameters and individual teacher-learner profiles in MATESOL programmes across the U.S., which prepare native English-speaking (NES) and non-native English-speaking (NNES) teacher-learners both for Centre and Periphery settings. The final section will unpack the assertion that the diversity within these programmes (e.g. in terms of programmatic structures, ethnolinguistically diverse profile of teacher-learner and teacher educators, and a multitude of target teaching contexts) presents unique impediments and opportunities towards the future of a sustained EIL teacher education.

In recent years, considerable energy has been expended attempting to define, evaluate, and promote active learning pedagogies such as civic engagement and service-learning. Yet much of this scholarship treats civic engagement and service-learning at either a macroscopic level (studying an entire university system) or microscopic level (studying a particular course or project). There has been comparably less research examining how different disciplinary cultures influence the conceptualization and implementation of active learning pedagogies within individual institutions. This study draws on quantitative survey methodologies to examine faculty perceptions of civic engagement and service-learning at a major public research university within and across four disciplinary groupings: (a) the Humanities; (b) Behavioral and Social Sciences; (c) Science, Technology, Engineering, and Mathematics (STEM); and (d) the Applied Professions. In contrast to a “one size fits all” approach to civic engagement and service-learning, the recognition of such differences only enhances the possibilities for productive interdisciplinary faculty partnerships and partnerships between faculty members and administrators interested in these forms of engaged scholarship.

Fueled by present-day globalization and influx of migration, the unprecedented global demand for English language necessitates the provision of high-quality education for English language learners across the world. This picture places English language teaching
at the top of the educational agenda in both English-speaking and non-English-speaking countries. As a result of this critical prominence of the global English language teaching enterprise, the need for preparing all language teachers (teacher learners coming from a range of ethnolinguistic, cultural, racial age, backgrounds with various past teaching, learning and educational experience) for diverse teaching settings in the U.S. and international contexts is more pivotal than ever. The current dissertation research sheds
an important light on this need by adopting a TESOL teacher education department and its three MATESOL programs as a research context, and by providing a multifaceted exploration of how program components provide affordances and constraints in
developing a knowledge base for ethnolinguistically diverse teacher-learners to work effectively with English language learners in diverse teaching contexts.
The current research project is a holistic descriptive case study utilizing quantitative and qualitative analyses to explore the perceptions of (a) an ethnolinguistically diverse group of teacher-learners who were enrolled in, (b) an ethnolinguistically diverse alumni who graduated from, and (c) instructional faculty
teaching in three MATESOL teacher education programs housed in a large, researchintensive university located in a bustling metropolitan area in the mid-Atlantic United States. The data collection sources included questionnaires, a series of semi-structured,
in-depth interviews, classroom observations, and programmatic documents. The current study primarily draws upon sociocultural perspectives and more specifically utilizes Activity Theory as an analytical organizing framework to examine the complex
interrelations among the participants, and to identify existing institutionalized tensions and contradictions among systemic components in the activity system under scrutiny.
Activity theoretical analysis of individual and programmatic efforts towards preparing teachers for diverse teaching settings in the U.S. and international contexts brought together three interrelated results that highlight an increased need for (1) diversification and dynamic re-orchestration of programmatic efforts, (2) reimagining distributed agency, and (3) developing practicum alternatives. The study concludes with the urgency of embracing the critical need, role and importance of English language teacher education, re-examining the current efforts in our quest to prepare all teachers for diverse teaching settings. The study closes by providing a series of recommendations for diversifying teacher education practices and developing a shared accountability in teacher preparation for diverse teaching settings and contexts.

‘Non-native English-speaking teachers’ (NNESTs) have tended to be
conceptualized within ELT along the same lines as NNS in general. The second language acquisition literature traditionally ‘elevates an idealized ‘‘native’’ speaker above a stereotypicalized ‘‘nonnative’’, while viewing the latter as a defective communicator, limited by an underdeveloped communicative competence’ (Firth and Wagner 1997: 285). The resulting (in)competence dichotomy positions theNNS/NNESTas a deficient or less-than-native speaker (cf. ‘near-native’, Valdes 1998). In an attempt to solve this problem, a number of alternative terms have been suggested, for example ‘proficient user’ (Paikeday 1985), ‘language expert’ (Rampton 1990), ‘English-using speech fellowship’ (Kachru 1992), and ‘multicompetent speaker’ (Cook 1999).However, the field is still a long way from reaching a consensus about whether to adopt any of these labels.

Part of the Expanding Circle in Kachruvian concentric conceptualization of the Englishes around the globe, English in Turkey has no recognized official status in the State. Nevertheless, English performs an array of functions in different domains in the country in addition to being used as a medium of international communication with the rest of the world. The main argument of the paper is twofold: first, to present certain sociolinguistic characteristics of the country that are shared by former colonies of English-speaking nations, despite the fact that it has never been colonized by English-speaking powers; second, to contemplate upon the particular reasons for the developments in light of sociopolitical and historical movements, as well as the recent repercussions in the nation.

"Departing from anecdotal accounts about discriminatory employment practices that favor native-English-speaking teachers and further marginalize their nonnative counterparts, the current study investigates job advertisements in two online databases (i.e., TESOL’s Online Career Center, and the International Job Board at Dave’s ESL Café, respectively) using the content analysis method. The current study
revealed the multifaceted nature of discriminatory hiring practices, emphasized asymmetric credibility between Center and Periphery professionals, demonstrated institutionalization of discrimination, and, consequently, echoed the need for reconfiguring the profession."

"In this article, I first outline the current landscape of the English
language teaching profession in terms of hiring practices. Then, I
discuss ways to promote change toward an equitable future, and
describe local contributions of an NNEST entity within a TESOL affiliate toward global change."

In this article, I discuss the current status of English language teaching profession and outline the need for more equity. In addition, I present a four-level guide for raising awareness, engaging in advocacy, and demonstrating activism, which I address specifically to NNES graduate students.

"The growing world supremacy of English and its relentless spread across the globe is both widely criticized for becoming a ‘threat’ and causing socio-cultural destruction in the form of linguistic imperialism and appreciated for being a ‘basic survival skill’ and a global commodity to which every individual adds a distinct flavor and which has crucial pragmatic and instrumental functions, benefits and prestige for its users.
Acknowledging the current global role and status of English in mind, this thesis investigates the causes and consequences of English language use in business naming practices in shop names in Turkish business discourse.
As a result of the study, it was concluded that foreign influence in shop names in Turkish discourse might be grouped under three major categories: (a) foreign signs (both English and non-English signs), (b) hybrid signs (Turkish-English, English-Turkish), and (c) Englishized Turkish signs (names using of Turkish words spelled according to English orthographical conventions to looks like English and sound like Turkish)."

Abstract. This study investigates the language attitudes of students enrolled in the Department of Foreign Language Education at Middle East Technical University in Ankara, Turkey. In particular, the study aims to shed light on the status of German as a foreign language and attitudes attributed to German language and culture.