Table Of ContentInterface between
English Language Education
Policies and Practice
Examples from Various Contexts
Edited by Eric Enongene Ekembe
Lauren Harvey · Eric Dwyer
Interface between English Language Education
Policies and Practice
Eric Enongene Ekembe
Lauren Harvey • Eric Dwyer
Editors
Interface between
English Language
Education Policies
and Practice
Examples from Various Contexts
Editors
Eric Enongene Ekembe Lauren Harvey
Higher Teacher Training College (ENS) University of Arizona
Université de Yaoundé I Tucson, AZ, USA
Yaounde, Cameroon
Eric Dwyer
College of Arts, Sciences & Education
Florida International University
Miami, FL, USA
ISBN 978-3-031-14309-0 ISBN 978-3-031-14310-6 (eBook)
https://doi.org/10.1007/978-3-031-14310-6
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Contents
1 English Language Policies and Practice in the World:
From Problems Toward Solutions 1
Eric Enongene Ekembe, Justina Njika, and Alan Mackenzie
Part I Change Process in ELT Policy 19
2 Teaching at—Not to—the Middle in Japan: Examining
How ELT Policies Aimed at Extremes Influence Mid-Tier
Institutions 21
Giancarla Unser-Schutz, Beni Kudo, and Samuel Rose
3 The Implementation of the 4+4+4 Educational Policy in
Turkey: Reflections from English Classrooms 39
Tuğba Birdal and Seniye Vural
4 Teachers’ Appreciation of ELT Policies and Practices in
Egypt 59
Islam M. Farag and Mohamed Yacoub
v
vi Contents
5 ELT Policies in Multilingual Contexts: An Analysis of
Rural-Urban Experience in Ghana 85
Raymond Karikari Owusu and Andrea Sterzuk
Part II Practice Steering the Wheel 105
6 Integrating Communicative Language Teaching Activities
in Overcrowded Classrooms: Policy and Practice Issues in
South Sudan Secondary Schools 107
Alex D. D. Morjakole
7 ELT Policies and Practices in Superdiverse Central Ohio:
From “Flexible” to “English-Centric” 127
Brian Seilstad
8 English Language Teaching in Colombia: From Policy to
Reality 151
Daniel Ramírez Lamus
9 Broken Promises? The Florida Consent Decree,
Multilingual Learners in Mainstream Classes, and
Assimilationist Practice 169
Eric Dwyer and Carolyn O’Gorman-Fazzolari
Part III T eachers’ Position in Policy Innovation 201
10 Policy on Global Issues in Sub-Saharan Africa: A Possible
Role for ELT from Examples in Guinea Bissau, Senegal
and DRC 203
Linda Ruas and Ali Djau
Contents vii
11 English Language Proficiency for All University Graduates
Stipulated by Law: A Realistic or Idealistic Goal? An
Appraisal of a Tertiary ELT Policy from Montenegro 221
Vesna Bratić and Milica Vuković-Stamatović
12 Assessing Teachers’ Perceptions of Relevant ELT Policies
in Cameroon 243
Eric Enongene Ekembe
Part IV I nterface 267
13 So … What’s the Interface? The Specter of Smush and Poof 269
Eric Dwyer
I ndex 295
Notes on Contributors
Tuğba Birdal is a graduate of the Linguistics department at Hacettepe
University, Turkey. She works as an English instructor at the School of
Foreign Languages of Abdullah Gül University. She holds an MA in
English Literature from Erciyes University and has a TESOL certificate.
Vesna Bratić is an Assistant Professor of English Language and Literature
at the Faculty of Philology of the University of Montenegro. She obtained
her MA and PhD from the Faculty of Philology, University of Belgrade
(Serbia). Her MA thesis focused on the narratives of death and suffering
in William Faulkner and Serbian author Aleksandar Tišma, while her
PhD research was centered around the image of America in the plays of
Sam Shepard and David Mamet. She teaches undergraduate courses in
eighteenth- and nineteenth-century English literature and graduate
courses in American Literature at the English Department of the Faculty
of Philology, as well as ESP at the Faculty of Electrical Engineering and
Faculty of Metallurgy and Technology of the University of Montenegro.
Her professional interests lie within contemporary American and eigh-
teenth-century English literature, gender studies in literature, and meta-
phor and discourse analysis.
Ali Djau has 12 years’ experience as a secondary school teacher of
English in Guinea Bissau. He has different degrees, both in ELT and in
ix
x Notes on Contributors
Environmental Management. His interests lie in combining blending
environmental issues with ELT. He is currently director of a secondary
school in Bissau.
Eric Dwyer is a program leader and Associate Professor in Foreign
Language Education at Florida International University in Miami, where
he in an instructor of foreign language teaching methods and a researcher
in multilingual education.
Eric Enongene Ekembe holds a PhD in Applied Linguistics from the
University of Yaounde 1, Cameroon and is a senior lecturer at the Higher
Teacher Training College, Yaounde, Cameroon. He runs the Cameroon
English and Literature Teachers Association (CAMELTA) Research
Group and is the outreach coordinator of the International Association of
Teachers of English as a Foreign Language (IATEFL) ReSIG. He is an
ELT consultant with TransformELT and a steering committee member
for the International Festival of Teacher Research. His research interest is
postcolonial ELT, EMI, and CPD. He is co-editor of Interdisciplinarity in
the 21st Century Global Dispensation: Research in Language, Literature, &
Education in Africa.
Islam M. Farag is an Arabic instructor at the University of Pittsburgh
and a PhD candidate in Composition and Applied Linguistics at Indiana
University of Pennsylvania. He has 12 years of experience teaching
English and Arabic as additional languages in Egypt and the United
States. His research interests include writing expertise, bilingual educa-
tion, and critical pedagogy.
Beni Kudo is an associate professor in the Department of Business
Administration in Rissho University with research interest in English
education, English culture, and English Literature. She has published
research papers in international journals and is a member of JALT, The
English Literary Society of Japan, The Brontë Society of Japan, as well as
the Thomas Hardy Society of Japan.
Alan Mackenzie is the director of TransformELT and Senior Consultant
for NILE and Module Leader for Developing Autonomy on the MA in
Professional Development for Language Education. I have been advisor
Notes on Contributors xi
to the boards of Thailand TESOL, the Philippines Association for
Language Teaching (PALT), the Society of Pakistan English Language
Teachers (SPELT), and English Language Teacher’s Association of India
(ELTI). He has also worked with multiple state ministries of education
across East and South Asia, and is a member of Eaquals, IATEFL,
and BALEAP.
Alex D. D. Morjakole holds an MA in Educational Policy Studies from
the University of Wisconsin-Madison, an MA in Teaching English to
Speakers of Other Languages (TESOL) from the University of Warwick
(UK), and a Bachelor’s degree in Education from Makerere University,
Kampala (Uganda). He has taught teacher trainees in Arapi National
Teacher Training Institute (NTTI) and teacher education and develop-
ment projects with the Windle Trust International and the Jesuit Refugee
service (JRS). His research interests include teacher education and devel-
opment, teacher management, educational policies, and their implica-
tions on the working conditions of the teacher.
Justina Njika is Professor of Applied Linguistics in the Department of
English at the Higher Teacher Training College Yaounde, Cameroon. She
is equally the Inspector General in Charge of Teaching in the Ministry of
Basic Education, Cameroon. She has had her work published in interna-
tional journals. Her research interest is classroom interaction and
language- in-education policies.
Carolyn O’Gorman-Fazzolari serves as Professor of Teacher Education
and ESL on the US-Mexico border in California. Her active research
agenda and creative interests include exploring and identifying the socio-
elements (cultural, political, and linguistic) that diverse learners bring to
bilingual, biliteracy, and bicultural learning environments. Research and
action merge while the spirit of authorship is awakened, and students
celebrate their voices as published authors in the Borderlands: Local
Literacies book series.
Raymond Karikari Owusu is a PhD candidate at the University of
Regina. He has a Teachers’ certificate, a BEd degree, and Master’s in
Educational Administration and Management. He has many years of
high school and junior high school teaching experience in Ghana and
