This book provides a contextualized and balanced look into the timely topic of values in English Language Teaching (ELT) materials with a primary focus on the Chinese context. It features three distinct conceptual and methodological perspectives, namely, perceptions of stakeholders such as material writers, teachers and students, multimodal construction of values, and textual representation of values. It is a valuable resource for those interested in the social, cultural, moral, and ideological dimensions of English education in general, and in the textual and multimodal construction of values in language teaching materials in particular.

In a growing number of countries, English is required as a foreign language for all students, English language learning is being encouraged at a younger and younger age, and English proficiency tests are key in many high-stakes educational and professional decisions. What general principles should inform a socioculturally sensitive pedagogy and what pedagogical practices would be consistent with these principles?

Directly addressing these essential questions, this book explores the pedagogical implications of the continuing spread of English and its role as an international language. In each chapter an expert on a particular aspect of English language teaching reflects on what the spread of English suggests for classroom principles and practice and provides specific examples of practices that are consistent with these principles. All chapters include activities, discussion questions, and an illustrative vignette that encourage teachers to apply the pedagogical practices to their own classroom and to reflect on the effects of such practices. Designed for pre-service and in-service teachers of English around the world, this book fills a critical need in the field.

In a growing number of countries, English is required as a foreign language for all students, English language learning is being encouraged at a younger and younger age, and English proficiency tests are key in many high-stakes educational and professional decisions. What general principles should inform a socioculturally sensitive pedagogy and what pedagogical practices would be consistent with these principles?

Directly addressing these essential questions, this book explores the pedagogical implications of the continuing spread of English and its role as an international language. In each chapter an expert on a particular aspect of English language teaching reflects on what the spread of English suggests for classroom principles and practice and provides specific examples of practices that are consistent with these principles. All chapters include activities, discussion questions, and an illustrative vignette that encourage teachers to apply the pedagogical practices to their own classroom and to reflect on the effects of such practices. Designed for pre-service and in-service teachers of English around the world, this book fills a critical need in the field.

This book provides a contextualized and balanced look into the timely topic of values in English Language Teaching (ELT) materials with a primary focus on the Chinese context. It features three distinct conceptual and methodological perspectives, namely, perceptions of stakeholders such as material writers, teachers and students, multimodal construction of values, and textual representation of values. It is a valuable resource for those interested in the social, cultural, moral, and ideological dimensions of English education in general, and in the textual and multimodal construction of values in language teaching materials in particular.