《英語教學的批評性研究（英文版）》彙集了作者近30年的研究成果，從多角度對語言教學法、語言與話語、英語的全球傳播等進行了批評性分析，提出了許多關於英語教學的現實問題，觀點犀利，見解獨到，發人深省。對英語教學的批評性研究感興趣的讀者必能通過閱讀《英語教學的批評性研究（英文版）》啟迪思考，收獲新知。

Introduction：Critical Approaches to English Language Teaching
Section 1 Critical Approaches to Language Pedagogy
Chapter 1 The Concept of Method，Interested Knowledge，and the Politics of Language Teaching
Chapter 2 Critical Pedagogy and Second Language Education
Chapter 3 Cultural Alternatives and Autonomy
Chapter 4 Vulgar Pragmatism，Critical Pragmatism，and EAP
Chapter 5 The SociaI Politics and the Cultura J Politics of Language Classrooms
Chapter 6 Critical Moments in a TESOL Praxicum
Chapter 7 Teaching with the Flow：Fixity and Fluidity in Education
Chapter 8 Principled Polycentrism and Resourceful Speakers

Section 2 Critical Approaches to Language and Discourse
Chapter 9 Towards a Critical Applied Linguistics for the 1990s
Chapter 10 Incommensurable Discourses?
Chapter 11 Borrowing Others’Words：Text，Ownership，Memoryand Plagiarism。
Chapter 12 Critical Applied Linguistics and Language Education
Chapter 13 English as a Language Always in Translation
Chapter 14 Lingua Francas as Language Ideologies

Section 3 Critical Approaches to the Global Spread of English
Chapter 15 English in the World／the World in English
Chapter 16 English，Politics，Ideology：From Colonial Celebration to PostcoloniaI Performativity
Chapter 17 Beyond Homogeny and Heterogeny：English as a Global and Worldly Language
Chapter 18 Global Englishes，Rip Slyme and Performativity
Chapter 19 The Myth of English as an International Language
Chapter 20 ELT and Colonialism。
Conclusion：Power，Politics and Critical Approaches to ELT
Collected References

《英語教學的批評性研究（英文版）》：
Beyond these gencral critiques of the notion of the autonomous individual， more spcafic work has looked at the notion of the individual as both a culturc—spccifie and a gender—specific construction.Clearly， if the autonomous individual， making rational decisions on his or her own is a construction of western cultures， this notion may have limited applicability to other cultural contexts.I shall return to this point later since it is crucial to the applied linguistic project of autonomy in language learning.An interesting critiquc of the gendered nature of the notion of autonomy has come from Gilligan （1988）.
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