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In every discussion on the role that language plays in our lives, every orator – from prominent politicians and corporate figures to linguists, educational experts, and others – concedes that language is important in all spheres of life. Language is both personal and introspective, as well as public and communal. Without it, we would not be able to communicate and articulate our thoughts and feelings to ourselves, to those in our inner circles, and to those in the world at large. Without it, we would not be able to establish partnerships and collaborations, and to unite peoples of diverse backgrounds and intrinsic values. Without it, too, we would not be able to learn new discoveries and gain new knowledge. The nurturing of a language learning culture is of the utmost importance to ensure that language teaching and learning supports the development of individuals, societies, nations, and populations. Language researchers, educators, and practitioners need to ensure that their learners are empowered to remain relevant. They need to produce critical and analytical thinkers, and successful language users in listening, speaking, reading, and writing.

The collection of chapters in this volume addresses language teaching and learning dilemmas and draws attention to the challenges researchers have overcome and those they continue to face. The book chapters here reflect the transcendence by language teaching and learning of ordinary boundaries, especially with the advent of the digital revolution, and provide new perspectives, pedagogies, and approaches that help shape ethical, responsible, and sustainable policies. Readers of this volume, whether language practitioners, students, researchers, policy- and decision-makers, concerned educationists, or any interested individual, will gain new insights and experiences as they explore new identities, new instructional media for interactive teaching and learning and new modes of meaning in diverse local and global contexts.

Author Biography

Ambigapathy Pandian is Professor at the School of Languages, Literacies and Translation and Chairman of the International Literacy Research Unit of the Universiti Sains Malaysia in Penang. His wide-ranging research interests include language and literacy education, TESL, TESOL, sociolinguistics, multilingualism, multiculturalism and, more recently, higher education.Christine Liew Ching Ling holds a BA and MA in English Literature from Universiti Malaya (UM) and is a freelance Language Instructor at various language centres in Selangor, Malaysia. Her research interests involve linking literacy to literary studies, and social and cultural aspects of language learning and teaching.Debbita Tan Ai Lin has been teaching English since 2004 at the School of Languages, Literacies and Translation, Universiti Sains Malaysia. Her vast experience includes developing educational modules, presenting papers at international conferences and academic publishing. Jayagowri Muniandy holds a BComm from the Universiti Sains Malaysia (USM), majoring in Persuasive Communication and minoring in English Language Studies. Her research interests include ELT, multiliteracies, media studies and materials development.Lee Bee Choo holds a BA and Diploma in Education (TESL) from the Universiti Malaya. She has more than 15 years’ teaching experience and is currently attached to the School of Languages, Literacies and Translation, Universiti Sains Malaysia.Toh Chwee Hiang holds a BA and a Diploma in Education (TESL) from the Universiti Malaya and an MSc (Information Technology) from the Universiti Sains Malaysia. She has more than 20 years’ ESL experience and her interests include TESL, literacy, ICT in ELT, and materials design.
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