Second Language Teaching and Learning is a practical guide to the methodology of task-based language instruction. Replete with illustrative scenarios and topics for discussion and writing, this professional title provides the pedagogical overview that ESL/EFL teachers need to successfully teach with Atlas, Go for it!, LIsten In, and Expressions!

This book evaluates the origins of processes of change in language teaching in China, and the factors influencing their success. Examining diverse experiences and drawing on the perspectives of academics from the top institutions in the country, the authors analyse the complex interplay between global and local influences on language policies. Encouraging discussion of the significant education reforms that have taken place in China in recent years, this work will be of interest to students and scholars of language education, English as a Second Language and applied linguistics.

Perfect for summer school, before/after school intervention, community-based English tutoring programs, and dual-language instruction programs, GO FOR IT! develops students' school survival vocabulary and language skills through its lively pace, engaging topics, and variety of activities.

• Includes chapters based on award-winning, unpublished original research carried out in a range of contexts across the Middle East and North Africa, at the primary, secondary, and post-secondary levels • Offers unique overviews, empirical research, and insights into the teaching and learning of English in MENA • Contributors consist of locally-based scholars and renowned researchers, including David Nunan

• Includes chapters based on award-winning, unpublished original research carried out in a range of contexts across the Middle East and North Africa, at the primary, secondary, and post-secondary levels • Offers unique overviews, empirical research, and insights into the teaching and learning of English in MENA • Contributors consist of locally-based scholars and renowned researchers, including David Nunan

This book presents a lively, rich, and concise introduction to the key concepts and tools for developing clarity and coherence in academic writing. Well-known authors and linguists David Nunan and Julie Choi argue that becoming an accomplished writer is a career-long endeavor. They describe and provide examples of the linguistic procedures that writers can draw on to enhance clarity and coherence for the reader. Although the focus is on academic writing, these procedures are relevant for all writing. This resource makes complex concepts accessible to the emergent writer and illustrates how these concepts can be applied to their own writing. The authors share examples from a wide range of academic and non-academic sources, from their own work, and from the writing of their students. In-text projects and tasks invite you, the reader, to experiment with principles and ideas in developing your identity and voice as a writer.

Perfect for summer school, before/after school intervention, community-based English tutoring programs, and dual-language instruction programs, Go for it develops students' school survival vocabulary and language skills through its lively pace, engaging topics, and variety of activities.

David Nunan's dynamic learner-centered teaching style has informed and inspired countless TESOL educators around the world. In this fresh, straightforward introduction to teaching English to speakers of other languages he presents teaching techniques and procedures along with the underlying theory and principles. Complex theories and research studies are explained in a clear and comprehensible, yet non-trivial, manner without trivializing them. Practical examples of how to develop teaching materials and tasks from sound principles provide rich illustrations of theoretical constructs. The content is presented through a lively variety of different textual genres including classroom vignettes showing language teaching in action, question and answer sessions, and opportunities to 'eavesdrop' on small group discussions among teachers and teachers in preparation. Readers get involved through engaging, interactive pedagogical features and opportunities for reflection and personal application. Each chapter follows the same format so that readers know what to expect as they work through the text. Key terms are defined in a Glossary at the end of the book. David Nunan's own reflections and commentaries throughout enrich the direct, up-close style of the text.

This book presents a lively, rich, and concise introduction to the key concepts and tools for developing clarity and coherence in academic writing. Well-known authors and linguists David Nunan and Julie Choi argue that becoming an accomplished writer is a career-long endeavor. They describe and provide examples of the linguistic procedures that writers can draw on to enhance clarity and coherence for the reader. Although the focus is on academic writing, these procedures are relevant for all writing. This resource makes complex concepts accessible to the emergent writer and illustrates how these concepts can be applied to their own writing. The authors share examples from a wide range of academic and non-academic sources, from their own work, and from the writing of their students. In-text projects and tasks invite you, the reader, to experiment with principles and ideas in developing your identity and voice as a writer.

Knowledge and Discourse presents an ecological approach to the study of discourse in social, academic and professional practices. It brings together distinguished scholars from diverse cultures - India, China, Australia, Canada among others - and disciplines - linguistics, anthropology, sociology, philosophy. The chapters collectively illustrate the ecological approach by exploring how language makes connections between subjective experiences as people construct meaning and action. This book offers the reader a holistic, interdisciplinary approach to the study of language as discourse, questioning traditional views of disciplinary knowledge and the role of discourse in the pursuit, construction and compartmentalisation of such knowledge. Through the variety of disciplines, experiences and approaches, the contributors show how the world and word are contingent on each other. The notions of connectivity, contingency and change are themes that run through the book, and in the interweaving of these themes readers will find persuasive illustrations of an ecological approach to applied linguistics.

This volume presents case studies of language learning beyond the classroom. The studies draw on a wide range of contexts, from North and South America to Europe and the Asia-Pacific region. Each provides principled links between theory, research and practice.

While out-of-class learning will not replace the classroom, ultimately all successful learners take control of their own learning. This book shows how teachers can help learners bridge the gap between formal instruction and autonomous language learning. Although English is the primary focus of most chapters, there are studies on a range of other languages including Spanish and Japanese.

Perfect for summer school, before/after school intervention, community-based English tutoring programs, and dual-language instruction programs, Go for it develops students' school survival vocabulary and language skills through its lively pace, engaging topics, and variety of activities.

Perfect for summer school, before/after school intervention, community-based English tutoring programs, and dual-language instruction programs, GO FOR IT! develops students' school survival vocabulary and language skills through its lively pace, engaging topics, and variety of activities.

This carefully crafted collection provides a snapshot of the evolution of David Nunan's theoretical and empirical contributions to the field of second language education over the last 40 years. The volume focuses on the development of his work on second language curricula, and in particular, the work for which he is best known: learner-centered education and task-based learning and teaching. David Nunan has been a language teacher, researcher and consultant for 40 years. He has lived and worked in many countries, principally in the Asia-Pacific region, but also in the Americas, Europe and the Middle-East. In addition to his research and scholarly work, he is the author of several major textbook series for the teaching and learning of English as a foreign Language. These texts are based on his task-based language teaching approach, and are widely used in schools, school systems and universities around the world.

This state-of-the-art exploration of language, culture, and identity is orchestrated through prominent scholars? and teachers? narratives, each weaving together three elements: a personal account based on one or more memorable or critical incidents that occurred in the course of learning or using a second or foreign language; an interpretation of the incidents highlighting their impact in terms of culture, identity, and language; the connections between the experiences and observations of the author and existing literature on language, culture and identity.

What makes this book stand out is the way in which authors meld traditional ?academic? approaches to inquiry with their own personalized voices. This opens a window on different ways of viewing and doing research in Applied Linguistics and TESOL. What gives the book its power is the compelling nature of the narratives themselves. Telling stories is a fundamental way of representing and making sense of the human condition. These stories unpack, in an accessible but rigorous fashion, complex socio-cultural constructs of culture, identity, the self and other, and reflexivity, and offer a way into these constructs for teachers, teachers in preparation and neophyte researchers. Contributors from around the world give the book broad and international appeal.

This state-of-the-art exploration of language, culture, and identity is orchestrated through prominent scholars' and teachers' narratives, each weaving together three elements: a personal account based on one or more memorable or critical incidents that occurred in the course of learning or using a second or foreign language; an interpretation of the incidents highlighting their impact in terms of culture, identity, and language; the connections between the experiences and observations of the author and existing literature on language, culture and identity.

What makes this book stand out is the way in which authors meld traditional 'academic' approaches to inquiry with their own personalized voices. This opens a window on different ways of viewing and doing research in Applied Linguistics and TESOL. What gives the book its power is the compelling nature of the narratives themselves. Telling stories is a fundamental way of representing and making sense of the human condition. These stories unpack, in an accessible but rigorous fashion, complex socio-cultural constructs of culture, identity, the self and other, and reflexivity, and offer a way into these constructs for teachers, teachers in preparation and neophyte researchers. Contributors from around the world give the book broad and international appeal.

Knowledge and Discourse presents an ecological approach to the study of discourse in social, academic and professional practices. It brings together distinguished scholars from diverse cultures - India, China, Australia, Canada among others - and disciplines - linguistics, anthropology, sociology, philosophy. The chapters collectively illustrate the ecological approach by exploring how language makes connections between subjective experiences as people construct meaning and action. This book offers the reader a holistic, interdisciplinary approach to the study of language as discourse, questioning traditional views of disciplinary knowledge and the role of discourse in the pursuit, construction and compartmentalisation of such knowledge. Through the variety of disciplines, experiences and approaches, the contributors show how the world and word are contingent on each other. The notions of connectivity, contingency and change are themes that run through the book, and in the interweaving of these themes readers will find persuasive illustrations of an ecological approach to applied linguistics.

Based on the belief that teachers ultimately are responsible for their own professional development, this book explores the concept of reflective teaching and provides practical advice on how to examine critically one's own teaching practices.

David Nunan's dynamic learner-centered teaching style has informed and inspired countless TESOL educators around the world. In this fresh, straightforward introduction to teaching English to speakers of other languages he presents teaching techniques and procedures along with the underlying theory and principles. Complex theories and research studies are explained in a clear and comprehensible, yet non-trivial, manner without trivializing them. Practical examples of how to develop teaching materials and tasks from sound principles provide rich illustrations of theoretical constructs. The content is presented through a lively variety of different textual genres including classroom vignettes showing language teaching in action, question and answer sessions, and opportunities to 'eavesdrop' on small group discussions among teachers and teachers in preparation. Readers get involved through engaging, interactive pedagogical features and opportunities for reflection and personal application. Each chapter follows the same format so that readers know what to expect as they work through the text. Key terms are defined in a Glossary at the end of the book. David Nunan's own reflections and commentaries throughout enrich the direct, up-close style of the text.

This volume presents case studies of language learning beyond the classroom. The studies draw on a wide range of contexts, from North and South America to Europe and the Asia-Pacific region. Each provides principled links between theory, research and practice.

While out-of-class learning will not replace the classroom, ultimately all successful learners take control of their own learning. This book shows how teachers can help learners bridge the gap between formal instruction and autonomous language learning. Although English is the primary focus of most chapters, there are studies on a range of other languages including Spanish and Japanese.

This collection of nineteen original papers is about what really happens in language classrooms, both those in which language is the topic of instruction and those where it functions primarily as the medium of instruction. The authors utilize a variety of research methods, with an emphasis on the collection and analysis of data. Chapters investigate such issues as language-related anxiety, curriculum renewal, classroom interaction, teachers' on-line decision-making, and sociopolitical concerns affecting life in schools.

This book is the first to present in one volume an up-to-date guide to the central areas of teaching English to speakers of other languages (TESOL). Edited by two leading figures in TESOL, it contains 30 chapters written by internationally recognised language teaching professionals and applied linguists. Current topics in TESOL are examined and future developments mapped out in an accessible but comprehensive way. The book includes:• 30 chapters looking at core areas of TESOL • a list of essential reading• a detailed glossary of termsThis books helps define TESOL and provides an excellent introduction for future language teaching professionals and is essential reading for students on undergraduate and postgraduate courses.

This collection provides a detailed account of current approaches to the education of teachers of second languages. It offers valuable ideas on the observation and supervision of classrooms, on self evaluation by teachers, and on teaching itself. Its emphasis reflects the shift in orientation from teacher training to teacher education, in which teachers are involved in developing their own theories of teaching, understanding the nature of teacher decision making, and developing strategies for critical self evaluation. The book is aimed at teachers, educators of teachers, and workshop facilitators involved both in pre-service and in-service education of teachers of second and foreign languages.

Traditionally, the curriculum has been regarded as a statement of what should be done in a course of study. This book takes as its starting point what is done by language teachers in their classes. Nunan develops a concept of the negotiated model in which the curriculum is a collaboration between teachers and students.The author looks at the curriculum from a teacher's perspective and reports on what instructors focus on in planning, implementing, and evaluating language courses. He synthesizes theoretical models and recent empirical studies, and considers the vital part by curriculum design in coordinating the many aspects of language teaching.