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The continual rise of English as a global lingua franca has meant
that English literature, both as a discipline and as a tool in ESL
and EFL classrooms, is being used in varied ways outside the inner
circle of English. This edited collection provides an overview of
English literature education in the Asia-Pacific in global times,
bringing to international attention a rich understanding of the
trends, issues and challenges specific to nations within the
Asia-Pacific region. Comprising contributions from Australia,
China, Hong Kong, India, Indonesia, Malaysia, Philippines,
Singapore and Vietnam, the collection addresses the diversity of
learners in different national, cultural and teaching contexts. In
doing so, it provides insights into historical and current trends
in literature education, foregrounds specific issues and challenges
in policymaking and implementation, presents practical matters
concerning text selection, use of literature in the language
classroom, innovative practices in literature education, and raises
pressing and important questions about the nature, purpose and
importance of literature education in global times.
The continual rise of English as a global lingua franca has meant
that English literature, both as a discipline and as a tool in ESL
and EFL classrooms, is being used in varied ways outside the inner
circle of English. This edited collection provides an overview of
English literature education in the Asia-Pacific in global times,
bringing to international attention a rich understanding of the
trends, issues and challenges specific to nations within the
Asia-Pacific region. Comprising contributions from Australia,
China, Hong Kong, India, Indonesia, Malaysia, Philippines,
Singapore and Vietnam, the collection addresses the diversity of
learners in different national, cultural and teaching contexts. In
doing so, it provides insights into historical and current trends
in literature education, foregrounds specific issues and challenges
in policymaking and implementation, presents practical matters
concerning text selection, use of literature in the language
classroom, innovative practices in literature education, and raises
pressing and important questions about the nature, purpose and
importance of literature education in global times.
Mirroring worldwide debates on social class, literacy rates, and
social change, this study explores the intersection between reading
and social class in Singapore, one of the top scorers on the
Programme for International Assessment (PISA) tests, and questions
the rhetoric of social change that does not take into account local
spaces and practices. This comparative study of reading practices
in an elite school and a government school in Singapore draws on
practice and spatial perspectives to provide critical insight into
how taken-for-granted practices and spaces of reading can be in
fact unacknowledged spaces of inequity. Acknowledging the role of
social class in shaping reading education is a start to
reconfiguring current practices and spaces for more effective and
equitable reading practices. This book shows how using localized,
contextualized approaches sensitive to the home, school, national
and global contexts can lead to more targeted policy and practice
transformation in the area of reading instruction and intervention.
Chapters in the book include: * Becoming a Reader: Home-School
Connections * Singaporean Boys Constructing Global Literate Selves:
School-Nation Connections * Levelling the Reading Gap:
Socio-Spatial Perspectives The book will be relevant to literacy
scholars and educators, library science researchers and
sociologists interested in the intersection of class and literacy
practices in the 21st century.
Mirroring worldwide debates on social class, literacy rates, and
social change, this study explores the intersection between reading
and social class in Singapore, one of the top scorers on the
Programme for International Assessment (PISA) tests, and questions
the rhetoric of social change that does not take into account local
spaces and practices. This comparative study of reading practices
in an elite school and a government school in Singapore draws on
practice and spatial perspectives to provide critical insight into
how taken-for-granted practices and spaces of reading can be in
fact unacknowledged spaces of inequity. Acknowledging the role of
social class in shaping reading education is a start to
reconfiguring current practices and spaces for more effective and
equitable reading practices. This book shows how using localized,
contextualized approaches sensitive to the home, school, national
and global contexts can lead to more targeted policy and practice
transformation in the area of reading instruction and intervention.
Chapters in the book include: * Becoming a Reader: Home-School
Connections * Singaporean Boys Constructing Global Literate Selves:
School-Nation Connections * Levelling the Reading Gap:
Socio-Spatial Perspectives The book will be relevant to literacy
scholars and educators, library science researchers and
sociologists interested in the intersection of class and literacy
practices in the 21st century.
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