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Designed for pre-service and novice teachers in ELT, What English
Language Teachers Need to Know Volumes I, II, and III are companion
textbooks organized around the key question: What do teachers need
to know and be able to do in order to help their students to learn
English? Thoroughly revised and updated, the second edition of
Volume III explores the contexts for ELT curricula; explains key
processes in curriculum design; and sets out approaches to
curricula that are linguistic-based, content-based, learner
centered, and learning centered. Organized around the three pillars
of teaching-planning, instructing, and assessing-chapters in the
second edition are updated to include current research and theory
to meet the needs of today's teachers, and feature new or revised
vignettes and activities. New chapters help teachers understand
both the technological and multilingual approaches that learners
need to succeed today. The comprehensive texts of this series are
suitable resources for teachers across different contexts-where
English is the dominant language, an official language, or a
foreign language; for different levels-elementary/primary,
secondary, university, or adult education; and for different
learning purposes-general English, workplace English, English for
academic purposes, or English for specific purposes.
Designed for pre-service and novice teachers in ELT, What English
Language Teachers Need to Know Volumes I, II, and III are companion
textbooks organized around the key question: What do teachers need
to know and be able to do in order to help their students to learn
English? Thoroughly revised and updated, the second edition of
Volume III explores the contexts for ELT curricula; explains key
processes in curriculum design; and sets out approaches to
curricula that are linguistic-based, content-based, learner
centered, and learning centered. Organized around the three pillars
of teaching-planning, instructing, and assessing-chapters in the
second edition are updated to include current research and theory
to meet the needs of today's teachers, and feature new or revised
vignettes and activities. New chapters help teachers understand
both the technological and multilingual approaches that learners
need to succeed today. The comprehensive texts of this series are
suitable resources for teachers across different contexts-where
English is the dominant language, an official language, or a
foreign language; for different levels-elementary/primary,
secondary, university, or adult education; and for different
learning purposes-general English, workplace English, English for
academic purposes, or English for specific purposes.
Leadership in English Language Education: Theoretical Foundations
and Practical Skills for Changing Times presents both theoretical
approaches to leadership and practical skills leaders in English
language education need to be effective. Discussing practical
skills in detail, and providing readers with the opportunity to
acquire new skills and apply them in their own contexts, the text
is organized around three themes: The roles and characteristics of
leaders Skills for leading ELT leadership in practice Leadership
theories and approaches from business and industry are applied to
and conclusions are drawn for English language teaching in a
variety of organizational contexts, including intensive English
programs in English-speaking countries, TESOL departments in
universities, ESL programs in community colleges, EFL departments
in non-English speaking countries, adult education programs, and
commercial ELT centers and schools around the world. This is an
essential resource for all administrators, teachers, academics, and
teacher candidates in English language education.
Provides a wide-ranging survey of the sociolinguistic issues raised
by the impact of information technology. The author demonstrates
how and in which ways the new technologies both affect human
communication and are in turn affected by the way people
communicate using the technologies.
Provides a wide-ranging survey of the sociolinguistic issues raised
by the impact of information technology. The author demonstrates
how and in which ways the new technologies both affect human
communication and are in turn affected by the way people
communicate using the technologies.
Designed for pre-service teachers and teachers new to the field of
ELT, What English Teachers Need to Know Volumes I, II, and III are
companion textbooks organized around the key question: What do
teachers need to know and be able to do in order for their students
to learn English? In the Second Edition of Volume I, Murray and
Christison return to this essential question and call attention to
emerging trends and challenges affecting the contemporary
classroom. Addressing new skills and strategies that EFL teachers
require to meet the needs of their shifting student populations who
are impacted by changing demographics, digital environments, and
globalization, this book, which is grounded in current research,
offers a strong emphasis on practical applications for classroom
teaching. This updated and expanded Second Edition features: a new
chapter on technology in TESOL new and updated classroom examples
throughout discussions of how teachers can prepare for contemporary
challenges, such as population mobility and globalization The
comprehensive texts work for teachers across different
contexts-where English is the dominant language, an official
language, or a foreign language; for different
levels-elementary/primary, secondary, university, or adult
education; and for different learning purposes-general English,
workplace English, English for academic purposes, or English for
specific purposes.
Designed for pre-service and novice teachers in ELT, What English
Language Teachers Need to Know Volumes I, II, and III are companion
textbooks organized around the key question: What do teachers need
to know and be able to do in order to help their students to learn
English? In the Second Edition of Volume II, Murray and Christison
return to this essential question and cover the three main facets
of teaching: planning, instructing, and assessing L2 English
instruction. Addressing new skills and strategies that ESL and EFL
teachers require to meet the needs of their shifting student
populations who are impacted by changing demographics, different
learning contexts, and digital environments, this book offers a
strong emphasis on practical applications for classroom teaching
that is grounded in current research. This updated and expanded
Second Edition features: a new section on teacher learning,
including a chapter on exploring digital technologies in ELT new
and updated classroom examples throughout discussions of how
teachers can prepare for contemporary challenges, such as
population mobility and globalization. The comprehensive texts work
for teachers across different contexts-where English is the
dominant language, an official language, or a foreign language; for
different levels-elementary/primary, secondary, university, or
adult education; and for different learning purposes-general
English, workplace English, English for academic purposes, or
English for specific purposes.
Designed for pre-service and novice teachers in ELT, What English
Language Teachers Need to Know Volumes I, II, and III are companion
textbooks organized around the key question: What do teachers need
to know and be able to do in order to help their students to learn
English? In the Second Edition of Volume II, Murray and Christison
return to this essential question and cover the three main facets
of teaching: planning, instructing, and assessing L2 English
instruction. Addressing new skills and strategies that ESL and EFL
teachers require to meet the needs of their shifting student
populations who are impacted by changing demographics, different
learning contexts, and digital environments, this book offers a
strong emphasis on practical applications for classroom teaching
that is grounded in current research. This updated and expanded
Second Edition features: a new section on teacher learning,
including a chapter on exploring digital technologies in ELT new
and updated classroom examples throughout discussions of how
teachers can prepare for contemporary challenges, such as
population mobility and globalization. The comprehensive texts work
for teachers across different contexts-where English is the
dominant language, an official language, or a foreign language; for
different levels-elementary/primary, secondary, university, or
adult education; and for different learning purposes-general
English, workplace English, English for academic purposes, or
English for specific purposes.
Designed for pre-service teachers and teachers new to the field of
ELT, What English Teachers Need to Know Volumes I, II, and III are
companion textbooks organized around the key question: What do
teachers need to know and be able to do in order for their students
to learn English? In the Second Edition of Volume I, Murray and
Christison return to this essential question and call attention to
emerging trends and challenges affecting the contemporary
classroom. Addressing new skills and strategies that EFL teachers
require to meet the needs of their shifting student populations who
are impacted by changing demographics, digital environments, and
globalization, this book, which is grounded in current research,
offers a strong emphasis on practical applications for classroom
teaching. This updated and expanded Second Edition features: a new
chapter on technology in TESOL new and updated classroom examples
throughout discussions of how teachers can prepare for contemporary
challenges, such as population mobility and globalization The
comprehensive texts work for teachers across different
contexts-where English is the dominant language, an official
language, or a foreign language; for different
levels-elementary/primary, secondary, university, or adult
education; and for different learning purposes-general English,
workplace English, English for academic purposes, or English for
specific purposes.
Leadership in English Language Education: Theoretical Foundations
and Practical Skills for Changing Times presents both theoretical
approaches to leadership and practical skills leaders in English
language education need to be effective. Discussing practical
skills in detail, and providing readers with the opportunity to
acquire new skills and apply them in their own contexts, the text
is organized around three themes: The roles and characteristics of
leaders Skills for leading ELT leadership in practice Leadership
theories and approaches from business and industry are applied to
and conclusions are drawn for English language teaching in a
variety of organizational contexts, including intensive English
programs in English-speaking countries, TESOL departments in
universities, ESL programs in community colleges, EFL departments
in non-English speaking countries, adult education programs, and
commercial ELT centers and schools around the world. This is an
essential resource for all administrators, teachers, academics, and
teacher candidates in English language education.
Adapting change is crucial to success in any area of work.
""Planning Change, Changing Plans"" provides examples of
educational innovation and change - case studies that invite
teachers and administrators alike to examine assumptions underlying
proposed change and to learn how to build changeability into
educational practice. This volume documents twelve different
instances of innovative plans, all of which, while achieving some
of the original goals, found both impediments and opportunities in
the change process.The cases produced demonstrate how teachers
resist, interpret, and adapt the change to their particular local
context and their beliefs about language and language learning. The
case studies are presented by the teachers, researchers,
administrators, and consultants who were involved in the specific
innovations, and examples represent change and innovation in
different countries, in different aspects of the teaching/learning
enterprise, and at different levels of educational
administration.This book includes case studies in educational
innovation for language teachers.
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