Ali Fuad Selvi

Middle East Technical University, TEFL: Teaching English as a Foreign Language, Faculty Member

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Ali Fuad Selvi (PhD, University of Maryland) is an assistant professor of TESOL and applied linguistics in the Teaching English as a Foreign Language program at Middle East Technical University, Northern Cyprus Campus. He is also the Past Chair of the NNEST Interest Section in TESOL International Association.

His research interests include the sociolinguistics of English language teaching with special emphasis on the global spread of English as an international language and its implications for language learning, teaching, teacher education, and policy/planning; issues related to nonnative English-speaking professionals in TESOL; and second- language teacher education (particularly teacher cognition, the notion of praxis, and the interplay between second language acquisition and second language pedagogy). He is the co-author of "Teaching English as an International Language" (2013) published by TESOL Press. His article entitled "The Non-native Speaker Teacher" was one of the ten most accessed articles by ELT Journal – Key Concepts in ELT readers (vol. 65/2). In addition, he serves on the editorial boards of TESOL Quarterly and International Multilingual Research Journal.
Address: Middle East Technical University, Northern Cyprus Campus
Teaching English as a Foreign Language Program
Academic Hall 2, SZ-31
Kalkanli, Guzelyurt
Mersin 10, Turkey

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Books by Ali Fuad Selvi

Teaching English as an International Language

English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL... more English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important moment in the history of English language teaching. Readers will find an accessible introduction to the past, present, and future of EIL and an essential discussion about EIL pedagogy along with practical applications in methods and materials, culture and identity, and curriculum development. Reflective Break questions serve as guidelines for teachers' particular contexts, needs, and learners.

Papers by Ali Fuad Selvi

Native speakers and native users: Loss and gain. Alan Davies. 2013. Cambridge: Cambridge University Press, x + 177 pp

World Englishes, 2015

Myths and Misconceptions About Nonnative English Speakers in the TESOL (NNEST) Movement

TESOL Journal, 2014

Parallel to the growing recognition of the English as an international language, the fundamental ... more Parallel to the growing recognition of the English as an international language, the fundamental premises of the TESOL discipline (e.g. the ownership of the language, native speakers as a goal and model of competence for learning and teaching, linguistic standards and language variet-y/ies to be taught, monolingual/monocultural approach to teaching) has undergone a serious challenge and reconceptualization for the past several decades. While this trend resulted in an unprecedented recognition of the issues surrounding non-native speakers in the field of TESOL, it also meant the emergence of a series unfounded ideas or false beliefs about the non-native speakers in TESOL (NNEST 1 ) movement. By discussing and problematizing these commonly held myths and misconceptions about the NNEST movement, the current paper aims to clarify a number of important issues and shed a light onto the past, present and future of the movement. Having a solid grasp of the movement in the context of global dynamics, changing times, and reconfigured fundamental premises of the discipline has a paramount importance for all stakeholders involved in TESOL who long for a professional milieu characterized by democracy, justice, equity and professionalism.

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Book review: The NNEST lens: Non native English speakers in TESOL

Language Teaching Research, 2012

University of Maryland, College Park

... Lise Getoor University of Maryland, College Park joint work with Indrajit Bhattacharya, Qing ... more ... Lise Getoor University of Maryland, College Park joint work with Indrajit Bhattacharya, Qing Lu and Prithviraj Sen Page 2. 08/22/2004 ... Some Current Projects Link-based Classification work with Qing Lu and Prithviraj Sen Link-based classification using a variety of link ...

NNEST of the Month

nnest.blog.com

Ali Fuad Selvi is a PhD candidate in the Second Language Education and Culture program at the Uni... more Ali Fuad Selvi is a PhD candidate in the Second Language Education and Culture program at the University of Maryland, College Park where he serves as a graduate teaching and research assistant. He is also the current president of the WATESOL (Washington Area Teachers of English to the Speakers of Other Languages) NNEST Caucus. His research interests include the global spread of English, second language teacher education, World Englishes, and issues related to non-native English-speaking professionals in TESOL. His ...

of Project

Summary: Fueled by present-day globalization and influx of migration, the unprecedented global de... more Summary: Fueled by present-day globalization and influx of migration, the unprecedented global demand for English language necessitates the provision of high-quality education for English language learners across the world. This picture places English language teaching at the top of the educational agenda in both English-speaking and non-English-speaking countries. As a result of this critical prominence of the global English language teaching enterprise, the need for preparing all language teachers (teacher-learners coming from a ...

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REFERENCES & RESOURCES-VOA's Special English

Essential Teacher, 2007

Collaboration to Teach Elementary English Language Learners

Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations, Mar 31, 2012

The ubiquitous and pressing need to enhance instruction provided to English language learners (EL... more The ubiquitous and pressing need to enhance instruction provided to English language learners (ELLs) in the United States necessitates collaboration between teachers of English to the speakers of other languages (ESOL), and mainstream (or content-area) teachers, to share their exper-tise. This collaboration can be manifested in a number of ways such as coteaching, parallel teaching, and coplanning. In line with this argument, scholars have recognized ESOL-mainstream teacher collaboration as a powerful support system ( ...

The TESOL Practicum: A Tale of Three Books

The current review acknowledges the complex and subjective nature of the practicum experience and... more The current review acknowledges the complex and subjective nature of the practicum experience and thereby makes a deliberate attempt in recognizing a diverse body of literature that informs the formulation, operationalization, and implementation of the entire practicum process. More specifi cally, it presents a systematic analysis of books focusing on the practicum experience (Richards & Farrell, 2011), language teacher development (Farrell, 2015), and teacher identity negotiation and construction (Cheung, Said, & Park, 2015).

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