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The sixth volume in the Global Research on Teaching and Learning
English series offers up-to-date research on the rapidly changing
field of language assessment. The book features original research
with chapters reporting on a variety of international education
settings from a range of diverse perspectives. Covering a broad
range of key topics-including scoring processes, test development,
and student and teacher perspectives-contributors offer a
comprehensive overview of the landscape of language assessment and
discuss the consequences and impact for learners, teachers,
learning programs, and society. Focusing on the assessment of
language proficiency, this volume provides an original compendium
of cutting-edge research that will benefit TESOL and TEFL students,
language assessment scholars, and language teachers.
The sixth volume in the Global Research on Teaching and Learning
English series offers up-to-date research on the rapidly changing
field of language assessment. The book features original research
with chapters reporting on a variety of international education
settings from a range of diverse perspectives. Covering a broad
range of key topics-including scoring processes, test development,
and student and teacher perspectives-contributors offer a
comprehensive overview of the landscape of language assessment and
discuss the consequences and impact for learners, teachers,
learning programs, and society. Focusing on the assessment of
language proficiency, this volume provides an original compendium
of cutting-edge research that will benefit TESOL and TEFL students,
language assessment scholars, and language teachers.
This carefully balanced set of studies and practitioner research
projects carried out in various learning contexts around the world
highlights cutting-edge research in the use of digital learning
technologies in language classrooms and in online learning.
Providing an overview of recent developments in the application of
educational technology to language learning and teaching, it looks
at the experience of researchers and practitioners in both formal
and informal (self-study) learning contexts, bringing readers up to
date with this rapidly changing field and the latest developments
in research, theory, and practice at both classroom and education
system levels.
This carefully balanced set of studies and practitioner research
projects carried out in various learning contexts around the world
highlights cutting-edge research in the use of digital learning
technologies in language classrooms and in online learning.
Providing an overview of recent developments in the application of
educational technology to language learning and teaching, it looks
at the experience of researchers and practitioners in both formal
and informal (self-study) learning contexts, bringing readers up to
date with this rapidly changing field and the latest developments
in research, theory, and practice at both classroom and education
system levels.
Co-published with The International Research Foundation for English
Language Education (TIRF) An important contribution to the emerging
body of research-based knowledge about teaching English to native
speakers of Arabic, this volume presents empirical studies carried
out in Egypt, Lebanon, Oman, Palestine, Saudi Arabia, and the
United Arab Emirates (UAE)-a region which has gained notable
attention in the past few decades. Each chapter addresses an issue
of current concern, and each includes implications for policy,
practice, and future research. Nine chapter authors are Sheikh
Nahayan Fellows-recipients of doctoral fellowships from The
International Research Foundation for English Language Education
(TIRF). This volume is the first in the Global Research on Teaching
and Learning English Series, co-published by Routledge and TIRF.
Co-published with The International Research Foundation for English
Language Education (TIRF) An important contribution to the emerging
body of research-based knowledge about teaching English to native
speakers of Arabic, this volume presents empirical studies carried
out in Egypt, Lebanon, Oman, Palestine, Saudi Arabia, and the
United Arab Emirates (UAE)-a region which has gained notable
attention in the past few decades. Each chapter addresses an issue
of current concern, and each includes implications for policy,
practice, and future research. Nine chapter authors are Sheikh
Nahayan Fellows-recipients of doctoral fellowships from The
International Research Foundation for English Language Education
(TIRF). This volume is the first in the Global Research on Teaching
and Learning English Series, co-published by Routledge and TIRF.
This book is the eighth volume in the Global Research on Teaching
and Learning English series, co-published with The International
Research Foundation for English Language Education (TIRF). It
brings together the latest developments in research on teaching
English in under-resourced contexts across the world, offering a
window into the complex challenges that these communities face.
Recommendations from research and experience in well-resourced
contexts are frequently not relevant or feasible in different
circumstances. Contributors explore local and regional assets and
challenges to provide a deeper understanding of the difficult
issues that language learners and teachers must confront, and they
provide insights to meet those challenges. With chapters written by
TIRF Doctoral Dissertation Grant awardees, the volume addresses the
crucial and growing need for research-based conversations on the
contexts, environments, and challenges of teaching English in areas
of the world with limited resources, literacy levels, or other
constraints. The volume includes sections on policy connections,
teacher preparation, and practice insights. It is a useful resource
for graduate students and teacher educators in language education,
ESL/EFL education, and international education, and an enlightening
reference for all readers with an interest in language education
around the world.
Presenting research on language policy and planning, with a special
focus on educational contexts in which English plays a role, this
book brings readers up-to-date on the latest developments in
research, theory, and practice in a rapidly changing field. The
diversity of authors, research settings, and related topics offers
a sample of empirical studies across multiple language teaching and
university contexts. The fifth volume in the Global Research on
Teaching and Learning English series, it features access to both
new and previously unpublished research in chapters written by TIRF
Doctoral Dissertation Grant awardees and invited chapters by
respected scholars in the field.
This book is the eighth volume in the Global Research on Teaching
and Learning English series, co-published with The International
Research Foundation for English Language Education (TIRF). It
brings together the latest developments in research on teaching
English in under-resourced contexts across the world, offering a
window into the complex challenges that these communities face.
Recommendations from research and experience in well-resourced
contexts are frequently not relevant or feasible in different
circumstances. Contributors explore local and regional assets and
challenges to provide a deeper understanding of the difficult
issues that language learners and teachers must confront, and they
provide insights to meet those challenges. With chapters written by
TIRF Doctoral Dissertation Grant awardees, the volume addresses the
crucial and growing need for research-based conversations on the
contexts, environments, and challenges of teaching English in areas
of the world with limited resources, literacy levels, or other
constraints. The volume includes sections on policy connections,
teacher preparation, and practice insights. It is a useful resource
for graduate students and teacher educators in language education,
ESL/EFL education, and international education, and an enlightening
reference for all readers with an interest in language education
around the world.
Presenting research on language policy and planning, with a special
focus on educational contexts in which English plays a role, this
book brings readers up-to-date on the latest developments in
research, theory, and practice in a rapidly changing field. The
diversity of authors, research settings, and related topics offers
a sample of empirical studies across multiple language teaching and
university contexts. The fifth volume in the Global Research on
Teaching and Learning English series, it features access to both
new and previously unpublished research in chapters written by TIRF
Doctoral Dissertation Grant awardees and invited chapters by
respected scholars in the field.
This book guides language teachers in planning and teaching
activities that promote the development of speaking and listening
skills at all levels of target language proficiency, for teachers
of any modern language. Kathleen M. Bailey draws on her extensive
experience as a language teacher, teacher educator, and language
learner to interweave practical activities with the research and
theory that support their use. Activities include the use of
pictures, songs, drama techniques, tasks, and projects to promote
the development of speaking and listening skills. The author shares
reflections of her own and encourages readers to reflect on their
own experiences and become aware of their existing mental
constructs through multiple reflection tasks and discussion
questions. Each chapter provides focusing questions. The systematic
chapter structure scaffolds the readers' understanding of the
concepts explored, which include communication strategies,
interactive and non-interactive listening, speaking anxiety,
accentedness and intelligibility, and much more. Through its
companion website this book provides access to resources that
enable readers to continue their own professional development as
teachers of listening and speaking in second and foreign language
contexts.
This book guides language teachers in planning and teaching
activities that promote the development of speaking and listening
skills at all levels of target language proficiency, for teachers
of any modern language. Kathleen M. Bailey draws on her extensive
experience as a language teacher, teacher educator, and language
learner to interweave practical activities with the research and
theory that support their use. Activities include the use of
pictures, songs, drama techniques, tasks, and projects to promote
the development of speaking and listening skills. The author shares
reflections of her own and encourages readers to reflect on their
own experiences and become aware of their existing mental
constructs through multiple reflection tasks and discussion
questions. Each chapter provides focusing questions. The systematic
chapter structure scaffolds the readers' understanding of the
concepts explored, which include communication strategies,
interactive and non-interactive listening, speaking anxiety,
accentedness and intelligibility, and much more. Through its
companion website this book provides access to resources that
enable readers to continue their own professional development as
teachers of listening and speaking in second and foreign language
contexts.
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.
As enrollment figures for ESL and former ESL students in higher
education continue to grow, it's necessary for educators who work
with these students to reflect on current practices, develop new
understandings, and take action when change is warranted. This
collection explores some of the most important challenges for
English for Academic Purposes (EAP) educators in a crucial area of
U.S. higher education--community colleges. Community college
mission statements generally feature a strong commitment to meeting
local needs. The studies presented in this book serve to illustrate
community connections and the social implications of them. Readers
will gain insight into relevant practice while learning from
studies that can serve as a basis for additional research.
The chapters are organized according to five themes--curricula,
technology, retention and persistence, identity, and defining and
assessing success--areas that all ESL programs in community
colleges are struggling to reform. Each part features a sampling of
research combined with varied perspectives on each topic.
Considerable research has gone on in recent years into exactly what happens in the language classroom--what and how learners learn, what teachers actually do, and what kind of events take place. Sometimes the findings show that what happens is not what is expected when lessons are being prepared and taught. Allwright and Bailey set out to define the aims, principles, and objectives of classroom research, to describe the findings and relate these to teaching practice. All teachers will find in this book much that they can relate to their classrooms. It contains points to discuss, suggestions for further reading, and mini-projects, all of which can either be carried out by the individual reader or by teachers working in groups.
Language Teacher Supervision illuminates an under-explored area of
the language teaching profession. Using case studies of actual
teaching situations, the book explores such issues as teacher
evaluation, autonomy, authority and awareness and attitude. It
contains a wealth of practical detail on gathering data and
providing feedback in post-observation conferences with teachers. A
variety of cases, together with a comprehensive review of the
literature, offers valuable insights into the dynamic, interactive
process of language teacher supervision. Follow-up discussion
questions, development tasks, and suggestions for further reading
afford avenues for further exploration.
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