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* A foundational and comprehensive book on Task-based language
teaching, this book introduces core principles and practices for
TESOL students and preservice teachers. * Each chapter concludes
with a brief bullet-point summary, several 'Questions for Further
Discussion', and suggestions for further reading * The text is
interspersed with 'discussion point activities' that will enable
preservice teachers to reflect on the content and apply it in
real-world contexts
This open access book presents an account of five teacher educators
who, over a two-year period, undertook a research project with five
teachers of languages other than English in pre-secondary schools
in New Zealand. Their collaborative aim was to develop students'
intercultural capability in the context of learning a new language.
The school participants were typical of many in New Zealand's
pre-secondary sector; the teachers had limited language-teaching
experience and limited prior knowledge of how to develop the
intercultural dimension in their language classrooms, and the
students were largely at the beginning stages of learning a new
language. The book discusses the findings obtained using a range of
data collection methods, including classroom observations,
reflective interviews with teachers, and focus groups with
students. It documents instances of breakthrough and growth for
teachers and students and reveals the problems and tensions.
Lastly, it reflects on the lessons learned in the course of this
project and speculates on the roles that teacher education needs to
play if the goal of intercultural capability is to be better
achieved in language classrooms, both in New Zealand and
internationally. Of interest to a wide range of stakeholders in the
area of education, the book allows readers to gain an understanding
of the opportunities of working with teachers through an
action-research model, alongside the challenges that this brings
and ways in which intercultural capability may be strengthened.
This edited book focuses on the state of language learning in
Anglophone countries and brings together international research
from a wide range of educational settings. Taking a contextual
perspective on the language learning crisis currently facing
Anglophone countries, the authors examine systemic challenges,
real-world practices, and broader cultural trends that have an
impact on the uptake of modern foreign languages in different
Anglophone settings. This book will be of interest to scholars
working in applied linguistics and language education, particularly
those with a focus on educational policy and Global English.
* A foundational and comprehensive book on Task-based language
teaching, this book introduces core principles and practices for
TESOL students and preservice teachers. * Each chapter concludes
with a brief bullet-point summary, several 'Questions for Further
Discussion', and suggestions for further reading * The text is
interspersed with 'discussion point activities' that will enable
preservice teachers to reflect on the content and apply it in
real-world contexts
This open access book presents an account of five teacher educators
who, over a two-year period, undertook a research project with five
teachers of languages other than English in pre-secondary schools
in New Zealand. Their collaborative aim was to develop students'
intercultural capability in the context of learning a new language.
The school participants were typical of many in New Zealand's
pre-secondary sector; the teachers had limited language-teaching
experience and limited prior knowledge of how to develop the
intercultural dimension in their language classrooms, and the
students were largely at the beginning stages of learning a new
language. The book discusses the findings obtained using a range of
data collection methods, including classroom observations,
reflective interviews with teachers, and focus groups with
students. It documents instances of breakthrough and growth for
teachers and students and reveals the problems and tensions.
Lastly, it reflects on the lessons learned in the course of this
project and speculates on the roles that teacher education needs to
play if the goal of intercultural capability is to be better
achieved in language classrooms, both in New Zealand and
internationally. Of interest to a wide range of stakeholders in the
area of education, the book allows readers to gain an understanding
of the opportunities of working with teachers through an
action-research model, alongside the challenges that this brings
and ways in which intercultural capability may be strengthened.
This book presents an in-depth study of assessment innovation and
its impact on teaching and learning. The context is New Zealand,
and the focus is additional languages other than English and the
recent introduction of a radical new assessment of students' spoken
proficiency, called interact. The book crosses the traditional
theoretical and methodological boundaries associated with language
testing research, which focuses on assessment performance, and
presents an alternative approach where stakeholders become the
centre of interest. It advances our understanding of how assessment
innovation impacts on two key groups - teachers and students in
schools - based on data collected from a substantial two-year
research project. It presents an account of these stakeholders'
perceptions of the validity and usefulness of the new assessment in
comparison with the more traditional test that it has
replaced.Assessing Foreign Language Students' Spoken Proficiency
makes an outstanding and original contribution to the field of
second and foreign language teaching, providing a theory and
research-based account of the development of a learner-centred
approach to oral proficiency assessment. It is an important
resource for teachers and teacher educators as well as assessment
and curriculum specialists worldwide. It deserves to be widely
read.
This book presents an in-depth study of assessment innovation and
its impact on teaching and learning. The context is New Zealand,
and the focus is additional languages other than English and the
recent introduction of a radical new assessment of students' spoken
proficiency, called interact. The book crosses the traditional
theoretical and methodological boundaries associated with language
testing research, which focuses on assessment performance, and
presents an alternative approach where stakeholders become the
centre of interest. It advances our understanding of how assessment
innovation impacts on two key groups - teachers and students in
schools - based on data collected from a substantial two-year
research project. It presents an account of these stakeholders'
perceptions of the validity and usefulness of the new assessment in
comparison with the more traditional test that it has
replaced.Assessing Foreign Language Students' Spoken Proficiency
makes an outstanding and original contribution to the field of
second and foreign language teaching, providing a theory and
research-based account of the development of a learner-centred
approach to oral proficiency assessment. It is an important
resource for teachers and teacher educators as well as assessment
and curriculum specialists worldwide. It deserves to be widely
read.
This edited book focuses on the state of language learning in
Anglophone countries and brings together international research
from a wide range of educational settings. Taking a contextual
perspective on the language learning crisis currently facing
Anglophone countries, the authors examine systemic challenges,
real-world practices, and broader cultural trends that have an
impact on the uptake of modern foreign languages in different
Anglophone settings. This book will be of interest to scholars
working in applied linguistics and language education, particularly
those with a focus on educational policy and Global English.
This Element examines how pedagogical innovation in language
classrooms can be mediated through language teacher education (LTE)
by subjecting the author's own practices as a teacher educator to
scrutiny. Starting from the premise that implementing innovation
can be a challenging enterprise, effective LTE is framed as being
built on helping practitioners to recognise and confront often
deeply-rooted beliefs and adjust subsequent practices through
critical reflection on what an innovation may look like both
theoretically and practically. A critically reflective lens is then
applied to the author's own work as a teacher educator over several
years through a research approach known as self-study of teacher
education practices or S-STEP. The approach highlights changes to
the author's beliefs and practices as lessons emerged from
beginning teachers' engagement with innovative ideas. These are
presented with the aim of better understanding how teachers'
beliefs and practices with regard to innovation can be enhanced
effectively.
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