[Edited by Theron Muller, John Adamson, Steven Herder, and Philip Shigeo Brown. Sheridan: International Teacher Development Institute, 2023. pp. vii + 324. ¥3,077. ISBN: 9798988089209.]
Re-Envisioning EFL Education in Asia ties together 15 EFL-related research studies from 24 scholars around the world. While a significant portion of the studies (eight) originated from universities in Japan, the collection offers a wide geographical range, encompassing studies from various university contexts in China (including the Inner Mongolia Autonomous Region), the United Arab Emirates, the United States, Saudi Arabia, and Korea. As such, a wide variety of contexts are acknowledged and explored, and as the title suggests, re-envisioned, especially as the field turned to online modalities during the COVID-19 pandemic. Each study contributes valuable and diverse insights, offering a comparative perspective on best practices in 21st-century EFL education, both online and in the classroom.
The research themes include second language (L2) identity construction, L2 humour competency, translanguaging, English as a medium of instruction (EMI), content and language integrated learning (CLIL), self-access centres (SAC), team-teaching, and extensive reading (ER), to highlight a few. The overarching theme of this collection of essays and research articles is clear: to offer suggestions to push our field forward while reflecting on the past, especially in EFL contexts where English may not be readily available outside the classroom.
Re-Envisioning EFL Education in Asia, which is the third collection from this editorial team, is highly suggested reading for both teachers and researchers looking to brush up on the latest research in the Asian EFL context, as well as learn about a variety of pedagogical strategies that keep the focus on the learners and their language acquisition. Apart from obtaining theoretical backgrounds, teachers can immediately apply classroom practices suggested in this book. For example, Murphey (2023, pp. 284-287) discusses seven ways to partner through classroom activities, offering creative ways to facilitate a more collaborative learning environment from language learning histories (LLH) to suggestions for implementing learner publications. Additionally, Kavanagh’s (2023, pp. 56–58) research on a CLIL course on karate and Japanese culture offers pre- and post-course survey questions which can easily be applied to anyone looking to assess learner’s pre- and post-course knowledge of certain content. This harkens back to Yim (2016), who argues that implementing surveys into classroom practices will allow teachers a better understanding of their learners’ imagined communities. Also, in line with the findings of how identity is constructed through interaction within the social world (Bucholtz & Hall, 2008), Yamamoto (2023) offers suggestions for teletandem learning as a way to assist with L2 identity construction, finding that “reciprocal learning experiences in teletandem were an opportunity to redefine learners’ L2 selves and (re)gain self-confidence” (p. 91).
While having a TESOL background is helpful to develop a deeper understanding of the concepts and findings within the research, this book can still easily be understood. It is recommended for those currently teaching in similar contexts in Asia or in MA or Ph.D. programs looking for research ideas or capstone project ideas. Another wonderful aspect of the book is that it can be consumed either as a whole pie or as a piece of the pie, where the reader can pick and choose the research that is pertinent to their field of study. The book does, however, read very well from cover to cover and the recurring research on L2 identity, content-based teaching, learner collaboration, translanguaging, and learner motivation all come together quite fluently as a whole. Author bios and other pertinent information, such as ideas for further reading, bookend each chapter, allowing readers the option to further explore their interests and learning.
Re-Envisioning EFL Education in Asia serves as a resource for those willing to keep an open mind in EFL teaching, question their own pedagogy, and continue to reflect upon best classroom practices, including but not limited to building rapport, translanguaging practices in the classroom, and L2 identity mapping. As the title aptly suggests, the editors and authors are not out to reinvent the wheel, or offer the next breakthrough-hit methodology in language learning, but to take a step back and reflect on where we have come as a field, as well as plant a seed for future generations of teachers, researchers, learners, and policy-makers to see where it is we want to go and create a road map of how we are going to get there. Perfect for the autodidact or as a book to read and learn about together with colleagues, this collection of research is essential reading for all looking to reflect on their own teaching and gain new perspectives and ideas into how to reassess their current pedagogical practices.
References
Bucholtz, M., & Hall, K. (2008). Finding identity: Theory and data. Multilingua, 27(1–2), 151–163. https://doi.org/10.1515/MULTI.2008.008
Kavanagh, B. (2023). A CLIL course on karate and Japanese culture. In T. Muller, J. Adamson, S. Herder, & P. S. Brown (Eds.), Re-envisioning EFL education in Asia (pp. 43–59). iTDi TESOL.
Murphey, T. (2023). Re-envisioning student and educational partnering: The hu-women-ism of Riane Eisler’s work. In T. Muller, J. Adamson, S. Herder, & P. S. Brown (Eds.), Re-envisioning EFL education in Asia (pp. 282–299). iTDi TESOL.
Yamamoto, K. (2023). L2 identity construction through teletandem learning. In T. Muller, J. Adamson, S. Herder, & P. S. Brown (Eds.), Re-envisioning EFL education in Asia (pp. 77–98). iTDi TESOL.
Yim, S. Y. (2016). EFL young learners: Their imagined communities and language learning. ELT Journal, 70(1), 57–66. http://dx.doi.org/10.1093/elt/ccv037