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This collection offers a critical examination of online language
teacher education programs (OLTE), looking at a range of issues
which have informed their development and the challenges and
opportunities in their implementation from a TESOL perspective.
Positioning itself uniquely amongst the growing literature at the
nexus of technology and language learning, the book focuses on
language teacher education programs designed for academic and
professional credentials in online environments. Introductory
sections provide a brief historical overview of the OLTEs as we
know them today, with examples from a global range of programs
toward demonstrating their theoretical and philosophical
foundations. The second section of the book explores the paradigm
shifts borne out of OLTE in the modes, media, and tasks employed
and their subsequent impact on instructional efficacy. Subsequent
chapters turn a critical lens on OLTE in raising questions around
accessibility its implementation in less technologically developed
environments, issues of quality measures and accreditation, and
practicum concerns. Taken together, this collection is a state of
the art of online language teacher education programs and lays the
groundwork for future research on the nexus of online education,
teacher education, and applied linguistics.
This book offers a comprehensive view of multimodal composing and
literacies in multilingual contexts for ESL and EFL education in
United States of America and globally. It illustrates the current
state of multimodal composing and literacies, with an emphasis on
English learners' language and literacy development. The book
addresses issues concerning multilinguals' multimodal composing and
reflects on what the nexus of multimodality, writing development,
and multilingual education entails for future research. It provides
research-driven and practice-oriented perspectives of
multilinguals' multimodal composing, drawing on empirical data from
classroom contexts to elucidate aspects of multimodal composing
from a range of theoretical perspectives such as multiliteracies,
systemic functional linguistics, and social semiotics. This book
bridges the gap among theory, research, and practice in TESOL and
applied linguistics. It serves as a useful resource for scholars
and teacher educators in the areas of applied linguistics, second
language studies, TESOL, and language education.
This collection offers a critical examination of online language
teacher education programs (OLTE), looking at a range of issues
which have informed their development and the challenges and
opportunities in their implementation from a TESOL perspective.
Positioning itself uniquely amongst the growing literature at the
nexus of technology and language learning, the book focuses on
language teacher education programs designed for academic and
professional credentials in online environments. Introductory
sections provide a brief historical overview of the OLTEs as we
know them today, with examples from a global range of programs
toward demonstrating their theoretical and philosophical
foundations. The second section of the book explores the paradigm
shifts borne out of OLTE in the modes, media, and tasks employed
and their subsequent impact on instructional efficacy. Subsequent
chapters turn a critical lens on OLTE in raising questions around
accessibility its implementation in less technologically developed
environments, issues of quality measures and accreditation, and
practicum concerns. Taken together, this collection is a state of
the art of online language teacher education programs and lays the
groundwork for future research on the nexus of online education,
teacher education, and applied linguistics.
This book offers a comprehensive view of multimodal composing and
literacies in multilingual contexts for ESL and EFL education in
United States of America and globally. It illustrates the current
state of multimodal composing and literacies, with an emphasis on
English learners' language and literacy development. The book
addresses issues concerning multilinguals' multimodal composing and
reflects on what the nexus of multimodality, writing development,
and multilingual education entails for future research. It provides
research-driven and practice-oriented perspectives of
multilinguals' multimodal composing, drawing on empirical data from
classroom contexts to elucidate aspects of multimodal composing
from a range of theoretical perspectives such as multiliteracies,
systemic functional linguistics, and social semiotics. This book
bridges the gap among theory, research, and practice in TESOL and
applied linguistics. It serves as a useful resource for scholars
and teacher educators in the areas of applied linguistics, second
language studies, TESOL, and language education.
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