Titlebook: Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction; Issues and Implicati Ali Fuad Selvi,Nathanael Rudolph B

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Teaching Foreign Languages in the Glocal Contact Zone: The Case of France and Chinaract with native speakers whose national language, history, geography, culture, and literature are different from their own. On the other hand, teachers have to prepare their students to enter a global economy in which national boundaries have lost the importance they once had; standard languages ar

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ELF-Aware Pre-service Teacher Education to Promote Glocal Interactions: A Case Study in Turkeytate university construct their professional identities in reference to English as a lingua franca aware (ELF-aware) teaching practice they are involved in during their practicum. The study was conducted as a part of a larger ELF-aware teacher education project based on a transformative teacher educ

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Glocal Experiences in Your Own Backyard: Teacher Candidates Developing Understanding of Equity, Divesh-language learners (ELLs) at a middle school in Texas, U.S.A. All the preservice teachers were female, White, in their early 20s, and monolingual, native English speakers which is similar to the demographics of public school teachers in the U.S. The middle school is located in a high poverty area

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Complementary and Contradictory Visions of Epistemic Justice in World Englishes Graduate Seminars: Agram. The dialog examines complementary and conflicting visions for how concepts in World Englishes can promote epistemic justice and social equity. The authors consider how their identities as a female “non-native” English speaker of color and a White, male, “native” English speaker impacted their

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