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Research-Driven Pedagogy: Implications of L2A Theory and Research
for the Teaching of Language Skills brings together the essentials
of second language acquisition (SLA) theory, research, and second
language (L2) pedagogy. Uniquely, the design of this book helps
researchers and practitioners make explicit connections between
theory, research, and practice; learn about and conduct classroom
research to contribute to the relevance and applicability of SLA
research; and improve current L2 curriculum and instruction in
light of current theory and research. The volume offers critical
reviews of the most relevant, current SLA theory and research about
receptive, productive, complementary, and nonverbal communication
skills, as well as willingness to communicate (WTC). Each chapter
is formatted to include five major topics about each language
skill: (1) major theories, (2) critical reviews of salient/current
research, (3) commonly-used data collection and analysis
techniques, (4) summary of specific pedagogical implications of
pertinent research and theory, and (5) theory and research-driven
scenarios/activities that can be used in teaching. A teacher or a
researcher can pick any chapter in this volume to learn about the
most important language skills (e.g., reading, writing, nonverbal
communication), while having all-in-one place access to almost
everything they would need.
Research-Driven Pedagogy: Implications of L2A Theory and Research
for the Teaching of Language Skills brings together the essentials
of second language acquisition (SLA) theory, research, and second
language (L2) pedagogy. Uniquely, the design of this book helps
researchers and practitioners make explicit connections between
theory, research, and practice; learn about and conduct classroom
research to contribute to the relevance and applicability of SLA
research; and improve current L2 curriculum and instruction in
light of current theory and research. The volume offers critical
reviews of the most relevant, current SLA theory and research about
receptive, productive, complementary, and nonverbal communication
skills, as well as willingness to communicate (WTC). Each chapter
is formatted to include five major topics about each language
skill: (1) major theories, (2) critical reviews of salient/current
research, (3) commonly-used data collection and analysis
techniques, (4) summary of specific pedagogical implications of
pertinent research and theory, and (5) theory and research-driven
scenarios/activities that can be used in teaching. A teacher or a
researcher can pick any chapter in this volume to learn about the
most important language skills (e.g., reading, writing, nonverbal
communication), while having all-in-one place access to almost
everything they would need.
This book fills a critical gap in a neglected area in current
educational research: international teacher education. It focuses
on the preparation of teachers of English as an additional language
(EAL) in several world regions. The book consists of chapters by
researchers in well-established teacher education programs in 11
countries: Brazil, Canada, China, Finland, Greece, New Zealand,
Russia, Saudi Arabia, South Korea, Turkey and the United States of
America. It takes a cross-national, comparative approach around
four major focus areas: policy, research, curriculum and practice,
offering critical implications that can help improve EAL teacher
education programs in different parts of the world. Teacher
education is an area that has great potential for international
cross-pollination of ideas and actions, and this book represents an
important first step along this road.
This book fills a critical gap in a neglected area in current
educational research: international teacher education. It focuses
on the preparation of teachers of English as an additional language
(EAL) in several world regions. The book consists of chapters by
researchers in well-established teacher education programs in 11
countries: Brazil, Canada, China, Finland, Greece, New Zealand,
Russia, Saudi Arabia, South Korea, Turkey and the United States of
America. It takes a cross-national, comparative approach around
four major focus areas: policy, research, curriculum and practice,
offering critical implications that can help improve EAL teacher
education programs in different parts of the world. Teacher
education is an area that has great potential for international
cross-pollination of ideas and actions, and this book represents an
important first step along this road.
This book explores second language (L2) learning, teaching and
assessment from a comprehensible input (CI) perspective. This focus
on the role of input is important for deepening our understanding
of interactions between the learner, teacher and the environment as
well as of the nature of the learning, teaching and assessment
processes. The book takes a blended approach that promotes the
intertwining of theory, research and practice in L2 pedagogy and
assessment and aims to address the commonly used concept of CI and
its role in L2 education. Content includes a comprehensive
discussion of the conceptual foundation of CI; a multimodal and
dynamic interpretation of CI from numerous perspectives; a critical
discussion of well-known L2 acquisition theories and research; a
practical examination of the role of multimodal forms of CI in L2
pedagogy; an analytical review of factors to be considered when
modifying CI for pedagogical purposes in different settings and an
overview of CI in L2 assessment. It will be of interest to students
in the fields of L2 learning, teaching and assessment, teachers in
second/foreign language settings and researchers of SLA and teacher
education.
This book provides school professionals - including teachers,
principals, counselors, psychologists, and administrators - with a
practical guide for supporting Muslim students in PK-12 schools. It
is important that school professionals are culturally responsive
and understand students' backgrounds in planning effective
instruction and creating safe schools. However, in the post-9/11
world, negative biases and stereotypes permeate mainstream
discourses. Muslim students and their families often find
themselves in conflict with school practices, procedures, and
policies and do not often find themselves represented in the
curriculum. This book provides a practical guide to the important
issues that may impact the lives and education of Muslim students.
This books give essential information about Islam and Muslim
students from authentic perspectives. This text will support
teachers and other school professionals in their advocacy for all
students to provide equitable and just educational opportunities
for all students. Beyond basics such as food and clothing
requirement, this text advocates for the implementation of
anti-bias pedagogy for diverse learners. Through school-based
vignettes and case studies, we situate experiences of Muslim
students in lived realities and help school professionals think
deeply and critically about who their students are and how to
engage their experiences in the curriculum.
This book provides school professionals - including teachers,
principals, counselors, psychologists, and administrators - with a
practical guide for supporting Muslim students in PK-12 schools. It
is important that school professionals are culturally responsive
and understand students' backgrounds in planning effective
instruction and creating safe schools. However, in the post-9/11
world, negative biases and stereotypes permeate mainstream
discourses. Muslim students and their families often find
themselves in conflict with school practices, procedures, and
policies and do not often find themselves represented in the
curriculum. This book provides a practical guide to the important
issues that may impact the lives and education of Muslim students.
This books give essential information about Islam and Muslim
students from authentic perspectives. This text will support
teachers and other school professionals in their advocacy for all
students to provide equitable and just educational opportunities
for all students. Beyond basics such as food and clothing
requirement, this text advocates for the implementation of
anti-bias pedagogy for diverse learners. Through school-based
vignettes and case studies, we situate experiences of Muslim
students in lived realities and help school professionals think
deeply and critically about who their students are and how to
engage their experiences in the curriculum.
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