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Master's degree programmes are on the rise, attracting growing
numbers of international students who speak English as a second or
additional language. Experiencing Master's Supervision:
Perspectives of International Students and their Supervisors
explores the experiences of supervising and being supervised at
Master's level, charting the difficulties and joys of learning for
second language speakers of English while based at a UK university.
The authors report the findings of a year of studying both
supervisees and their supervisors in four different departments in
the social sciences and humanities at a UK research-intensive
university. Using a multiple case study approach, and examining
supervision in its natural context, this book presents rich
descriptions of five case studies: three student-supervisor dyads
and two cases of individual students. Analysing rich, first-hand
narratives, chapters identify key aspects of satisfaction and
dissatisfaction through the eyes of the participants, focusing upon
expectations, supervision styles, feedback and students' support
networks, and discussing the broader implications for university
and departmental policy makers, responsible for guidelines and
requirements. This book contains important insights into the
supervisory experience at Master's level and will appeal to
researchers, academics and postgraduate students in the fields of
higher education, TESOL, TEFL/TESL and applied linguistics. This
book will also be a useful resource for supervisors, leaders of
training sessions for supervisors, and for postgraduate directors
and teaching committees at universities who develop supervisory
guidelines and preparatory sessions for Master's students.
Master's degree programmes are on the rise, attracting growing
numbers of international students who speak English as a second or
additional language. Experiencing Master's Supervision:
Perspectives of International Students and their Supervisors
explores the experiences of supervising and being supervised at
Master's level, charting the difficulties and joys of learning for
second language speakers of English while based at a UK university.
The authors report the findings of a year of studying both
supervisees and their supervisors in four different departments in
the social sciences and humanities at a UK research-intensive
university. Using a multiple case study approach, and examining
supervision in its natural context, this book presents rich
descriptions of five case studies: three student-supervisor dyads
and two cases of individual students. Analysing rich, first-hand
narratives, chapters identify key aspects of satisfaction and
dissatisfaction through the eyes of the participants, focusing upon
expectations, supervision styles, feedback and students' support
networks, and discussing the broader implications for university
and departmental policy makers, responsible for guidelines and
requirements. This book contains important insights into the
supervisory experience at Master's level and will appeal to
researchers, academics and postgraduate students in the fields of
higher education, TESOL, TEFL/TESL and applied linguistics. This
book will also be a useful resource for supervisors, leaders of
training sessions for supervisors, and for postgraduate directors
and teaching committees at universities who develop supervisory
guidelines and preparatory sessions for Master's students.
This volume presents a union of theoretical and practical
pedagogical perspectives on materials design and development. This
volume provides an incisive overview of the current state of
materials design in language teaching. Seventeen original chapters
explore the issues involved in the design, implementation, and
evaluation of materials in language programs in a wide variety of
settings and contexts. This stimulating collection considers
different approaches to materials design - including
teacher-developed classroom materials, commercial materials, and
technology-driven materials. Discussion questions and tasks follow
each chapter to make this volume useful to both prospective and
practicing teachers alike.
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