LT might be characterized as ‘what English language teachers do’. Yet
this statement of the obvious conceals the complexity of our field, which
incorporates teaching and learning English as a second, additional, or
foreign language; as an international language and/or lingua franca;
for general, specific, or academic purposes; and at different levels
(primary, secondary, tertiary, or adult). Additionally, ELT as a profession
is constituted by teachers, teacher trainers and educators, curriculum
designers and materials writers, administrators and planners, researchers,
and so forth, working in different countries and contexts around the
world. Consequently, we might characterize ELT as being made up of
many communities of practice (Lave and Wenger 1991) within different
educational sectors and countries, with differing interests and priorities,
each with its own values, practices, and understandings (Pennington and
Hoekje 2014). Recognizing this breadth of interests, the Journal aims to
‘provide a medium for informed discussion’ of principles and practice of
ELT, thereby supporting all those involved in the profession around the
world (ELT Journal’s aims are outlined in more detail in the front of each
issue, and also on the Journal’s website)

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Perpustakaan FITK Pusat

Tersedia

• Editorial

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