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The papers collected in this book present diverse views and
experiences on teaching English and French for specific and
academic purposes. The scope of reflection covers a wide spectrum
of cognitive areas of ESP and FOS, encompassing a multitude of
training aspects and components (curricula, methods and techniques,
materials and teaching aids) from the perspective of both LSP
teachers and learners. A great range of topics related to
work-specific language instruction addressed in the book displays
the interdisciplinary nature of the research area, integrating
aspects of linguistics, sociolinguistics, didactics and pedagogy.
Les textes reunis dans le present volume exposent les idees et
experiences relatives a l'enseignement de l'anglais et du francais
sur objectifs specifiques et universitaires. Les sujets de
reflexion ici abordes couvrent un vaste eventail d'aspects
cognitifs et organisationnels (curricula, methodes et techniques,
materiels et outils) propres aux formations en ESP et FOS, ceux-ci
envisages dans la perspective des apprenants et des enseignants. La
diversite d'elements inherents a la formation
linguistico-professionnelle discutes par des
didacticiens-chercheurs eminents temoigne du caractere
interdisciplinaire du domaine d'investigation LSP qui integre les
points de vues des linguistes, sociolinguistes, didacticiens et
pedagogues.
The aim of the present book is to examine the social and cultural
diversity of language teacher education, providing a unified
account of highly diversified teacher development and appraisal
realities across sociocultural contexts. We will strive to make an
overview of a wide range of issues related to teacher development
approaches and models, teacher competences, adopted roles,
stressors and motivators, teacher appraisal systems, professional
examinations and certifications as well as digital opportunities
for teacher development. All of these concepts will be discussed in
a wide social and cultural context, trying to bring examples from
numerous countries.
The book brings together sociolinguistic, neurolinguistic, and
educational perspectives on language acquisition and learning in
the classroom and at home. First and second language acquisition
studies, classroom research findings, Polish, European and
international legislation, as well as statistical reports on
foreign language learning and teaching show how learners proceed
from monolingual to bilingual or plurilingual competence. The book
provides an overview of the major issues in the field from the
teacher's perspective, equipping teachers with theoretical
underpinnings related to language education, and inviting
reflection on individual choices in promoting bi- and
multilingualism.
This volume explores multiple dimensions of openness in
ICT-enhanced education. The chapters, contributed by researchers
and academic teachers, present a number of exemplary solutions in
the area. They involve the use of open source software, innovative
technologies, teaching/learning methods and techniques, as well as
examine potential benefits for both teachers' and students'
cognitive, behavioural and metacognitive development.
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