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This book considers the past, present and future directions of innovation in US-based Intensive English Programs (IEPs), which provide international students with an immersion-style environment for learning academic English, prior to matriculating into a full-time college or university degree program. IEPs frequently serve as sites for pre-service teacher preparation, curricular experimentation and research, and yet little published work takes a critical look at the advantages and shortcomings of such programs. The chapters in this book provide a nuanced view of this microcosm of the English language teaching industry, demonstrating the various ways that IEPs have impacted and continue to influence the wider fields of Applied Linguistics and TESOL. They emphasize the unique positioning of IEPs within higher education and describe the various ways IEP practitioners can influence their host institutions and beyond.
A one-of-a-kind volume on innovation in the context of Intensive English Programs (IEPs). Chapter authors chronicle the past, explore important contemporary issues and consider future trajectories. This is a must-read for IEP teachers, administrators and scholars, as well as other ELT professionals in the US and elsewhere. A stellar contribution to the professional literature.
Jason Litzenberg is Teaching Professor of Applied Linguistics and Director of the Intensive English Communication Program at Pennsylvania State University, USA. His research interests are in the areas of sociolinguistics, English as a Lingua Franca, World Englishes, Linguistic Landscapes, Language Program Administration and Decolonial Scholarship.
Contributors
Jason Litzenberg: Introduction: Understanding Innovation in University-Based Intensive English Programs
Chapter 1. Diane Larsen-Freeman: The First IEP: The English Language Institute at the University of Michigan
Chapter 2 Jason Litzenberg and Minjin Kim: ELI, ELP or IEP? Tracing the Growth of an Industry
Chapter 3. Sharon Cavusgil, Martyn J. Miller, Rebecca Smith-Murdock and Betty Soppelsa: Founding the Modern Era: A Conversation Among Former IEP Directors
Chapter 4. Jeremy D. Slagoski: Employment Trends in English Language Programs
Chapter 5. Sarah Arva Grosik: Beyond Revenue: IEP Service to the University and Community
Chapter 6. Michael E. Anderson and LeeAnne Berger Godfrey: Multilingualism, Multiculturalism and Advocacy: How Intensive English Language Programs can Impact Campus Culture
Chapter 7. Nikki Mattson and Jacqueline M. Gianico: Behold-Remold: Navigating and Innovating Liminal Spaces as an IEP Practitioner-Administrator-Scholar (PAS)
Chapter 8. JPB Gerald: The Missing Puzzle Piece: Racism and Native-Speakerism Scholarship
Chapter 9. James M. Perren: The Other Side of Community Engagement Projects: Benefits to the Community?
Chapter 10. Kleber Aparecido da Silva, Lauro Sérgio Machado Pereira, Dllubia Santclair, Silvia Penna and Oseas Bezerra Viana-Jr: Mind the Gap! Voices of Brazilian English Language Teachers in a Continuing Education Intensive English Program in the United States
Chapter 11. Carter A. Winkle: Over a Decade of Third-Party Pathway Programs in the United States
Chapter 12. Ekaterina Arshavskaya and Marta Halaczkiewicz: Brave New Classrooms: On the Role of Technology in IEPs
Chapter 13. Crystal Bock Thiessen: Where to From Here? Continuing to Innovate, Respond and Reform in IEPs
Index