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@inbook{2251637,
author = {Marakhovska, Natalia},
address = {London},
booktitle = {Pluricentric Languages and Language Education. Pedagogical Implications and Innovative Approaches to Language Teaching},
doi = {http://dx.doi.org/10.4324/9781003248552-15},
editor = {Marcus Callies, Stefanie Hehner},
keywords = {Pluricentric approach; World Englishes-informed curriculum; instructors; pre-service teacher training; English language education majors},
howpublished = {elektronická verze "online"},
language = {eng},
location = {London},
isbn = {978-1-032-15696-5},
pages = {190-201},
publisher = {Routledge},
title = {Pluricentric Language Teaching and World Englishes-informed Curriculum Design for Teacher Training Programs},
url = {https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003248552-15/pluricentric-language-teaching-world-englishes-informed-curriculum-design-teacher-training-programs-natalia-marakhovska?context=ubx&refId=b4e26200-2937-4e4a-8224-1a68bf50a3cb},
year = {2022}
}
TY - CHAP
ID - 2251637
AU - Marakhovska, Natalia
PY - 2022
TI - Pluricentric Language Teaching and World Englishes-informed Curriculum Design for Teacher Training Programs
VL - Education, Language & Literature
PB - Routledge
CY - London
SN - 9781032156965
KW - Pluricentric approach
KW - World Englishes-informed curriculum
KW - instructors
KW - pre-service teacher training
KW - English language education majors
UR - https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003248552-15/pluricentric-language-teaching-world-englishes-informed-curriculum-design-teacher-training-programs-natalia-marakhovska?context=ubx&refId=b4e26200-2937-4e4a-8224-1a68bf50a3cb
N2 - The chapter presents the development of a World Englishes-informed curriculum for teacher education at the University of Mariupol to move away from monocentric language teaching methodologies. The curriculum development is based on findings regarding the status quo of pluricentric language instruction as seen in instructors’ views and teaching practice. Three types of developments have been identified as relevant: (1) Motivational – maximising students’ awareness of linguistic varieties by selecting and transforming available teaching and learning resources, as well as creating respective in-house materials, and engaging international students in the teaching process; (2) cognitive – expanding instructors’ knowledge on the opportunities of a pluricentric approach by joining international online communities of practice, conducting departmental methodological workshops, and reinforcing the academic course content and methods of instruction; (3) practical – developing students’ skills to effectively use a pluricentric approach in their further teaching practice by organising hard-skill training sessions and encouraging trainees’ to apply the acquired skills during their pedagogical internship in secondary schools.
ER -
MARAKHOVSKA, Natalia. Pluricentric Language Teaching and World Englishes-informed Curriculum Design for Teacher Training Programs. Online. In Marcus Callies, Stefanie Hehner. \textit{Pluricentric Languages and Language Education. Pedagogical Implications and Innovative Approaches to Language Teaching}. London: Routledge, 2022, s.~190-201. Education, Language \&{} Literature. ISBN~978-1-032-15696-5. Dostupné z: https://dx.doi.org/10.4324/9781003248552-15.
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