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Books > Language & Literature > Language teaching & learning (other than ELT) > Language teaching theory & methods
This fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices.
This volume provides an up-to-date and comprehensive reference guide to the key concepts, ideas, movements, and trends of applied linguistics for language teaching. With over 300 hundred entries of varying length, the volume includes essential coverage of language, language learning, and language teaching. Written in an accessible style, the entries draw attention to the practical teaching implications of the ideas under discussion, and contain selected bibliographical information for further guided reading. The volume will be invaluable to students of applied linguistics, language teaching, TESOL, and related subject areas.
Learning a new language offers a unique opportunity to discover other cultures as well as one's own. This discovery process is essential for developing 21st-century intercultural communication skills. To help prepare language teachers for their role as guides during this process, this book uses interdisciplinary research from social sciences and applied linguistics on intercultural communication for designing teaching activities that are readily implemented in the language classroom. Diverse language examples are used throughout the book to illustrate theoretical concepts, making them accessible to language teachers at all skill levels. The chapters introduce various perspectives on culture, intercultural communicative competence, analyzing authentic language data, teaching foreign/second languages with an intercultural communication orientation, the intercultural journey, the language-culture-identity connection, as well as resolving miscommunication and cultural conflict. While the immediate audience of this book is language teachers, the ultimate beneficiaries are language learners interested in undertaking the intercultural journey.
This text integrates the theory and practice of learner-based
assessment. Written in response to two recent movements in language
teaching--learner-centered teaching and a renewed interest in
authenticity in language testing--it examines the relationship
between the language learner and language assessment processes, and
promotes approaches to assessment that involve the learner in the
testing process. Particular attention is given to issues of
reliability and validity. Grounded in current pedagogical
applications of authentic assessment measures, this volume is
intended for and eminently accessible to classroom teachers and
program directors looking for ways to include their students in the
evaluation process, graduate students, and professional language
testers seeking authenticity in assessment and desiring to create
more interactive evaluation tools.
This text integrates the theory and practice of learner-based
assessment. Written in response to two recent movements in language
teaching--learner-centered teaching and a renewed interest in
authenticity in language testing--it examines the relationship
between the language learner and language assessment processes, and
promotes approaches to assessment that involve the learner in the
testing process. Particular attention is given to issues of
reliability and validity. Grounded in current pedagogical
applications of authentic assessment measures, this volume is
intended for and eminently accessible to classroom teachers and
program directors looking for ways to include their students in the
evaluation process, graduate students, and professional language
testers seeking authenticity in assessment and desiring to create
more interactive evaluation tools.
The role of teaching reading, spelling, and writing in two languages at primary school has become more important over the last few years. Current research therefore needs to answer more specific questions than ever before and, e.g., explore the challenges of developing literacy skills in a foreign language, appropriate teaching approaches and innovative assessment procedures. This volume features contributions on theoretical and methodological aspects, teachers' diagnostic skills and issues in educational policy. Researchers from Germany, Great Britain, Portugal, and Switzerland share their findings with the objective of improving foreign language teacher education at university level and primary school classrooms of English, French and Spanish as a foreign language.
This book examines a neglected area of foreign-language teaching and learning: difficult and aggressive situations. The author presents the real-life experiences of language users and analyses how these individuals have dealt with confusion, impoliteness and hostility in target-language contexts in the United States, Canada and the United Kingdom and within their home country. By constructing a student-centred pedagogical model around the data collected, the author considers the choices available to language learners in difficult situations, as well as tools for language learners to develop pragmalinguistic and sociopragmatic resources.
Winner of the AAAL First Book Award 2017! This book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. The framework focuses on the appropriation of sociopragmatic concepts as psychological tools that mediate pragmalinguistic choices. Using multiple sources of metalinguistic and performance data collected during a six-week pedagogical enrichment program involving one-on-one tutoring sessions, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective. The book represents an important contribution to second language instructional pragmatics research as well as to second language sociocultural psychology scholarship. It will be of interest to all those researching in this field and to language teachers who will find the pedagogical recommendations useful.
The place of native and non-native speakers in the role of English
teachers has probably been an issue ever since English was taught
internationally. Although ESL and EFL literature is awash, in fact
dependent upon, the scrutiny of non-native learners, interest in
non-native academics and teachers is fairly new. Until recently,
the voices of non-native speakers articulating their own concerns
have been even rarer.
English for Occupational Purposes examines the field of teaching English in occupational settings as a particular instance of general workplace training and development. It is the first book to unite scholarship on workplace English with general training. The book uses case studies and surveys from various occupational contexts to ask whether English for Occupational Purposes and general training use the same language in articulating their curricular and instructional development. The main focus of the study is on business organizations, specifically in South Korea, where English has become an integral part of business both in the workplace, in business to business negotiations, and in professional training. This fascinating monograph will be of interest to researchers in English for specific purposes and applied linguistics as well as scholars of workplace education.
"Managing Evaluation and Innovation in Language Teaching" focuses
on the connections to be made between evaluation and change in
language education with a specific focus on English Language
Teaching. The book demonstrates the central importance of
evaluation in relation to language projects and programmes, the
management of change and innovation, and in improving language
teacher development.
The issue of syntactic development is one central to both linguistics and applied linguistics. This book introduces students to the acquisition of syntax in a second language - a topic which also has important implications for teaching languages. Without assuming a detailed background knowledge of linguistics, the author builds a coherent picture of second language grammatical development by showing the interactions between the syntactic, processing and functional/discourse approaches, looking at how and why these different approaches give different results. A synthesis of the research in the area is provided, and each chapter also looks at the implications of second language syntax research for the classroom.
This volume explores the elusive subject of English prosody-the stress, rhythm and intonation of the language-, and its relevance for English language teaching. Its sharp focus will be especially welcomed by teachers of English to non-native speakers, but also by scholars and researchers interested in Applied Linguistics. The book examines key issues in the development of prosody and delves into the role of intonation in the construction of meaning. The contributions tackle difficult areas of intonation for language learners, providing a theoretical analysis of each stumbling block as well as a practical explanation for teachers and teacher trainers. The numerous issues dealt with in the book include stress and rhythm; tone units and information structure; intonation and pragmatic meaning; tonicity and markedness, etc... The authors have deployed speech analysis software to illustrate their examples as well as to encourage readers to carry out their own computerized prosodic analyses.
"Negotiating Academic Literacies: Teaching and Learning Across
Languages and Cultures" is a cross-over volume in the literature
between first and second language/literacy. This anthology of
articles brings together different voices from a range of
publications and fields and unites them in pursuit of an
understanding of how academic ways of knowing are acquired. The
editors preface the collection of readings with a conceptual
framework that reconsiders the current debate about the nature of
academic literacies. In this volume, the term "academic literacies"
denotes multiple approaches to knowledge, including reading and
writing critically.
The first book of its kind, Learner English on Computer is intended to provide linguists, students of linguistics and modern languages, and ELT professionals with a highly accessible and comprehensive introduction to the new and rapidly-expanding field of corpus-based research into learner language. Edited by the founder and co-ordinator of the International Corpus of Learner English (ICLE), the book contains articles on all aspects of corpus compilation, design and analysis. The book is divided into three main sections; in Part I, the first chapter provides the reader with an overview of the field, explaining links with corpus and applied linguistics, second language acquisition and ELT. The second chapter reviews the software tools which are currently available for analysing learner language and contains useful examples of how they can be used. Part 2 contains eight case studies in which computer learner corpora are analysed for various lexical, discourse and grammatical features. The articles contain a wide range of methodologies with broad general application. The chapters in Part 3 look at how Computer Learner Corpus (CLC) based studies can help improve pedagogical tools: EFL grammars, dictionaries, writing textbooks and electronic tools. Implications for classroom methodology are also discussed. The comprehensive scope of this volume should be invaluable to applied linguists and corpus linguists as well as to would-be learner corpus builders and analysts who wish to discover more about a new, exciting and fast-growing field of research.
Despite unsubstantiated claims of best practice, the division of language-teaching professionals on the basis of their categorization as 'native-speakers' or 'non-native speakers' continues to cascade throughout the academic literature. It has become normative, under the rhetorical guise of acting to correct prejudice and/or discrimination, to see native-speakerism as having a single beneficiary - the 'native-speaker' - and a single victim - the 'non-native' speaker. However, this unidirectional perspective fails to deal with the more veiled systems through which those labeled as native-speakers and non-native speakers are both cast as casualties of this questionable bifurcation. This volume documents such complexities and aims to fill the void currently observable within mainstream academic literature in the teaching of both English, and Japanese, foreign language education. By identifying how the construct of Japanese native-speaker mirrors that of the 'native-speaker' of English, the volume presents a revealing insight into language teaching in Japan. Further, taking a problem-solving approach, this volume explores possible grounds on which language teachers could be employed if native-speakerism is rejected according to experts in the fields of intercultural communicative competence, English as a Lingua Franca and World Englishes, all of which aim to replace the 'native-speaker' model with something new.
The essays in this book focus on political strategies, pedagogical
models, and community programs that enable adult ESL learners to
become vital members of North American society. This is
particularly important in our present time of contraction and
downsizing in the education of non-native speakers. The authors
represent a broad range of programs and perspectives, but they all
have in common the goal of enabling both faculty and students to
become full participants in our society and thereby to gain control
over their futures. Readers of this book will develop an
understanding of the ways in which innovative educators are
creating strategies for maintaining language programs and services.
The essays in this book focus on political strategies, pedagogical
models, and community programs that enable adult ESL learners to
become vital members of North American society. This is
particularly important in our present time of contraction and
downsizing in the education of non-native speakers. The authors
represent a broad range of programs and perspectives, but they all
have in common the goal of enabling both faculty and students to
become full participants in our society and thereby to gain control
over their futures. Readers of this book will develop an
understanding of the ways in which innovative educators are
creating strategies for maintaining language programs and services.
This is an introduction to language teacher training and development for teachers and providers in pre-service and in-service programmes. The text outlines the main theories of human learning and applies them to teacher education. Based on a broadly social constructivist perspective, it suggests a framework for planning pre-service and in-service programmes, and is illustrated with case studies from a range of training situations around the world. There are also appendices containing teacher education materials.
Asking students to write journals that reflect on their learning
has become a widespread pedagogical practice in recent years.
However, the scholarly literature does not address certain key
questions about how journal writing aids learning:
Corpora are well-established as a resource for language research; they are now also increasingly being used for teaching purposes. This book is the first of its kind to deal explicitly and in a wide-ranging way with the use of corpora in teaching. It contains an extensive collection of articles by corpus linguists and practising teachers, covering not only the use of data to inform and create teaching materials but also the direct exploitation of corpora by students, both in the study of linguistics in general and in the acquisition of proficiency in individual languages, including English, Welsh, German, French and Italian. In addition, the book offers practical information on the sources of corpora and concordances, including those suitable for work on non-roman scripts such as Greek and Cyrillic. |
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