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* Includes chapters based on award-winning, unpublished original
research carried out in a range of contexts across the globe, at
the primary, secondary, and post-secondary levels * Offers unique
overviews, empirical research, and insights into the teaching and
learning of English in through content-based instruction * The
diversity of authors, research contexts, and related topics will
contribute to a novel sampling of research on the topic
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.
* Includes chapters based on award-winning, unpublished original
research carried out in a range of contexts across the globe, at
the primary, secondary, and post-secondary levels * Offers unique
overviews, empirical research, and insights into the teaching and
learning of English in through content-based instruction * The
diversity of authors, research contexts, and related topics will
contribute to a novel sampling of research on the topic
An important contribution to the emerging body of research-based
knowledge about English grammar, this volume presents empirical
studies along with syntheses and overviews of previous and ongoing
work on the teaching and learning of grammar for learners of
English as a second/foreign language. It explores a variety of
approaches, including form-focused instruction, content and
language integration, corpus-based lexicogrammatical approaches,
and social perspectives on grammar instruction. Nine chapter
authors are Priority Research Grant or Doctoral Dissertation Grant
awardees from The International Research Foundation for English
Language Education (TIRF), and four overview chapters are written
by well-known experts in English language education. Each research
chapter addresses issues that motivated the research, the context
of the research, data collection and analysis, findings and
discussion, and implications for practice, policy, and future
research. The TIRF-sponsored research was made possible by a
generous gift from Betty Azar. This book honors her contributions
to the field and recognizes her generosity in collaborating with
TIRF to support research on English grammar. Teaching and Learning
English Grammar is the second volume in the Global Research on
Teaching and Learning English Series, co-published by Routledge and
TIRF.
An important contribution to the emerging body of research-based
knowledge about English grammar, this volume presents empirical
studies along with syntheses and overviews of previous and ongoing
work on the teaching and learning of grammar for learners of
English as a second/foreign language. It explores a variety of
approaches, including form-focused instruction, content and
language integration, corpus-based lexicogrammatical approaches,
and social perspectives on grammar instruction. Nine chapter
authors are Priority Research Grant or Doctoral Dissertation Grant
awardees from The International Research Foundation for English
Language Education (TIRF), and four overview chapters are written
by well-known experts in English language education. Each research
chapter addresses issues that motivated the research, the context
of the research, data collection and analysis, findings and
discussion, and implications for practice, policy, and future
research. The TIRF-sponsored research was made possible by a
generous gift from Betty Azar. This book honors her contributions
to the field and recognizes her generosity in collaborating with
TIRF to support research on English grammar. Teaching and Learning
English Grammar is the second volume in the Global Research on
Teaching and Learning English Series, co-published by Routledge and
TIRF.
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.
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.
At the forefront of research on English language teacher education
and professional development, this volume presents new empirical
research situated in different contexts around the world, including
Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S.
It is framed by the volume editors' insightful overview and
analyses of previous and ongoing work in a variety of related
domains and an epilogue by David Nunan. The chapter studies are
organized around three themes: teacher identity in ESL/EFL teacher
education and professional development programs, second language
teacher education programs for diverse contexts, and professional
development for diverse contexts. All chapters focus on the applied
nature of the research and include a section on implications. To
provide balance and a range of views, the volume includes both
chapters reporting on empirical research funded by TIRF grant
recipients and several from invited authors who are senior scholars
in the field. This is the third volume in the Global Research on
Teaching and Learning English Series, co-published by Routledge and
TIRF.
At the forefront of research on English language teacher education
and professional development, this volume presents new empirical
research situated in different contexts around the world, including
Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S.
It is framed by the volume editors' insightful overview and
analyses of previous and ongoing work in a variety of related
domains and an epilogue by David Nunan. The chapter studies are
organized around three themes: teacher identity in ESL/EFL teacher
education and professional development programs, second language
teacher education programs for diverse contexts, and professional
development for diverse contexts. All chapters focus on the applied
nature of the research and include a section on implications. To
provide balance and a range of views, the volume includes both
chapters reporting on empirical research funded by TIRF grant
recipients and several from invited authors who are senior scholars
in the field. This is the third volume in the Global Research on
Teaching and Learning English Series, co-published by Routledge and
TIRF.
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.
This book introduces the Multilingual Approach to Diversity
in Education (MADE), a framework that provides an extensive,
holistic instrument with research-based teacher indicators for
teachers, teacher educators, and administrators to deliver optimal
education to multilingual learners in a range of
contexts. The authors introduce and provide a theoretical and
research-based rationale for the MADE, presenting in turn each of
its seven indicators, situating them within current research and
theory in multilingualism and education, and
providing specific examples of classroom applications. This
book will be of interest to academics, teacher educators,
pre-service and practicing teachers, and graduate students
interested in teaching and researching multilingual learners.
This volume provides both practicing and aspiring Language Program
Administrators with knowledge about the research and theory that
underpin key topics in educational leadership, as well as practical
guidance for the day-to-day management of language programs,
including budgets, personnel, decision making, strategic planning,
advocacy, and digital technologies. The volume brings
together 46 authors and contributors with a vast array of
experiences as administrators of English language teaching programs
all over the world—in Asia; Australia; Europe; the Middle East;
New Zealand; North, Central, and South America; South Africa;
Turkey; and the United Kingdom. As the need for more qualified
administrators and leaders has increased, more teacher education
programs have added formal courses on leadership and program
administration to their offerings. Educators teaching these courses
will find this volume to be an excellent core text to support
students in developing their knowledge of and skills for language
program administration. All chapters are connected to the
contemporary realities of language program administration, and they
offer practical guidance to Language Program Administrators in ways
that are adaptable to different administrative contexts globally.
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.
"Seeking the Heart of Teaching" explores the profession of teaching
as an opportunity for personal growth and development. The book
encourages teachers to examine what lies at the heart of their
teaching through the process of connecting their personal and
professional lives. The authors assert that this connection, when
made by teachers, will greatly enhance the quality and longevity of
their teaching careers. "Seeking the Heart of Teaching" is a
helpful guide for the constantly evolving process of teaching. The
opportunities for structured reflection on professional and
personal development that are presented will bring teachers closer
to the heart of their own teaching and allow them to experience
greater satisfaction and enjoyment in their teaching.
STAR Social Studies introduces ESL students to important topics
about the United States, its people, and places. Unique to this
book are the special issues ethnic groups and immigrants face.
Students personalize history as they relate their own background to
the exercises and cooperative learning activities.
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