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This book explores the interfaces of English as a Lingua Franca
(ELF) and English as a Foreign Language (EFL) pedagogy. It presents
the theoretical aspects of ELF, discusses issues and challenges
that ELF raises for the EFL classroom, and demonstrates how EFL
practitioners can make use of ELF theorizing for classroom
instruction, teacher education, developing language learning
materials, policymaking and testing and assessment. Accounts of
innovative and practical pedagogical practices and researchers'
insights from diverse geographical, cultural and institutional
contexts will inform and inspire EFL practitioners to reconsider
their practices and adopt new techniques in order to meet their
learners' diverse communicative needs in international contexts.
This book explores the interfaces of English as a Lingua Franca
(ELF) and English as a Foreign Language (EFL) pedagogy. It presents
the theoretical aspects of ELF, discusses issues and challenges
that ELF raises for the EFL classroom, and demonstrates how EFL
practitioners can make use of ELF theorizing for classroom
instruction, teacher education, developing language learning
materials, policymaking and testing and assessment. Accounts of
innovative and practical pedagogical practices and researchers'
insights from diverse geographical, cultural and institutional
contexts will inform and inspire EFL practitioners to reconsider
their practices and adopt new techniques in order to meet their
learners' diverse communicative needs in international contexts.
This edited volume seeks ways to present a unifying picture of
TESOL policies and practices from different contexts in the broader
Mediterranean basin and beyond. The book is divided into three
major sections: (i) English language education; (ii) English
language teacher education and recruitment policy; (iii) English
language testing policies and practices in different contexts. Each
chapter has a different research focus (e.g., CLIL, English as an
international lingua franca in education, English for specific
purposes, etc.), but aims at drawing informed and balanced
conclusions with regard to a series of TESOL concerns. Essentially,
what this volume provides, and what makes it unique as an edited
publication in the field of ESOL education, is a principled
awareness of the need to communicate research in one specific
domain of teaching and learning to a broader area of ESOL education
that is not necessarily delimited by familiar educational practices
but can be generalized for other contexts as well.
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