Language Education Programs [electronic resource] : Perspectives on Policies and Practices / edited by Zia Tajeddin, Carol Griffiths.

SECTION ONE: POLICIES -- University-School Partnerships; Kayoko Hashimoto and Samantha Disbray -- State Language Education Systems; David Hayes -- Language Curriculum Evaluation; Jason Loh and Willy Renandya -- Teacher Education; Zia Tajeddin and Samaneh Eslamdoost -- Plurilingualism; Sarah Moore -- Intercultural Language Teaching; Zia Tajeddin and Neda Khanlarzadeh -- Minority Language Learners' Needs; Eun Sung Park -- Language Assessment; Hassan Mohebbi -- SECTION TWO: PRACTICES -- English for Specific Purposes (ESP); Helen Basturkmen -- Content and Language Integrated Learning (CLIL); Ronald Kemsies and Georg Hellmayr -- English-Medium Instruction (EMI); Vildan İnci Kavak & Yasemin Kirkgöz -- English as a Lingua Franca Pedagogy; Paul McBride and Glenn Toh -- Learner Agency Empowerment; Thuy Thi Ngoc Bui and Thom Thom Thi Nguyen -- Online Language Education Courses; Lu Yunru and Qing Ma -- Digital Technology in Language Teaching; I.G.A. Lokita Purnamika Utami and Sarah Prestridge. .

This book delves into the realm of effective language education programs, examining them from both macro and micro-policy-making perspectives. It unravels the distinguishing features of exemplary language programs and explores how these programs are implemented in diverse international contexts. The book comprehensively explores various facets of language education programs, encompassing well-crafted language education policies, robust curriculum and syllabus design, impactful teaching materials, effective approaches to English for specific purposes (ESP), English as a medium of instruction (EMI), content and language integrated learning (CLIL), and English as a Lingua Franca (ELF)-informed instruction. The book also delves into fruitful school/institute-university partnerships, the judicious use of technology, strategies for teacher recruitment and professional development, as well as efficient policies for learner assessment, among other topics of significance. The contributions within this book are firmly grounded in data, incorporating findings from empirical studies. The insights provided draw upon valuable data obtained from a range of diverse contexts in which effective language education programs have been implemented.