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This volume examines English education, English language teaching, and language policy in all eleven Southeast Asian countries. Offering conceptual and empirical work spanning a wide range of topics, geographical contexts, and educational levels, this book provides a unique perspective on TESOL and language policy studies in Southeast Asia.
List of contents
Section 1: Nation Building and Identities
Chapter 1: English, Bilingualism and National Development: The Case of Brunei Darussalam by Noor Azam Haji-Othman
Chapter 2: English Education in Malaysia: National Policies and Local Practices by Moses Samuel and Shin Yen Tan
Chapter 3: Motivations for Learning English among Timor-Leste Students: Future-Oriented Identities in the Context of Nation Building by Edward Jay M. Quinto
Chapter 4: Embers of Hope: Teacher Agency in English Education in Promoting Social Justice and Peacebuilding in Myanmar by Mary Shepard Wong, Zoe Matthews, and Kyawt Thuzar
Section 2: English Teaching and Learning in Higher Education
Chapter 5: Relationships between Self-Efficacy and Self-Regulated Learning Strategies among English as a Foreign Language Learners in the Lao People's Democratic Republic by Davanh Thammavong and Hui Min Low
Chapter 6: Learning English in Higher Education in Cambodia: Students' Attitudes, Challenges and Satisfaction by Davut Nhem
Chapter 7: Disciplinary Academic Literacy in Singapore's Higher Education: Re-Thinking ELT by Kooi Cheng Lee and Siew Mei Wu
Chapter 8: Screenagers' Perceptions toward Mobile Assisted Language Learning in the EFL Context: A Case of Indonesia and Vietnam by Made Hery Santosa and Tran Vu Diem Thuy
Section 3: Teacher Preparation and Professional Development
Chapter 9: Growing EMI Understanding and Skills: An Exploration of Professional Development in Indonesia by Sisilia S. Halimi and Heather A. Linville
Chapter 10: Pedagogy in the Time of COVID-19: Action Research and Teacher Education in the Philippines by Gene Marie Flores, Paolo Nino Valdez, and Leif Andrew Garinto
Chapter 11: The Impact of the CEFR Policy on In-service Thai School Teachers of English: Concerns and Considerations
by Jirada Wudthayagorn, Kornwipa Poonpon, and Paksiri Panlee Tongsen
Chapter 12: English Proficiency Requirement for High-School Teachers in Vietnam: Voices from
Losers by Thi-Hanh Hoang and Chi-Duc Nguyen
About the author
Edited by Sovicheth Boun and Chatwara Suwannamai Duran - Contributions by Sovicheth Boun; Chatwara Suwannamai Duran; Gene Marie Flores; Leif Andrew Garinto; Noor Azam Haji-Othman; Sisilia Setiawati Halimi; Thi-Hanh Hoang; Kooi Cheng Lee; Heather A. Linvil
