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Second Language Educational Experiences for Adult Learners provides
an up-to-date review of the theory and practice of adult second
language education. The primary objective is to introduce core
ideas that should inform the design, development, and delivery of
language learning experiences that take the typical forms of
materials, courses, teaching, and assessment. Divided into three
sections, the book first addresses what we know about adult second
language acquisition and how individuals may acquire languages
differently from each other. In the second section, key educational
design elements-from pedagogical methods to curriculum to
assessment-are then introduced from the perspective of
research-based understandings about effective practices. Rounding
out the volume is an overview of critical issues for language
educational innovation, including supporting teachers, localizing
materials and instruction, evaluating and improving education, and
working with technology. Each chapter concludes with a set of
recommended "design principles" that should guide readers toward
high-quality, valuable, and empirically supported language
educational experiences. This volume will be of interest to
researchers and students investigating instructed language
learning, designers creating useful language learning materials,
and language teaching innovators seeking to improve outcomes in
diverse instructional settings around the world.
Second Language Educational Experiences for Adult Learners provides
an up-to-date review of the theory and practice of adult second
language education. The primary objective is to introduce core
ideas that should inform the design, development, and delivery of
language learning experiences that take the typical forms of
materials, courses, teaching, and assessment. Divided into three
sections, the book first addresses what we know about adult second
language acquisition and how individuals may acquire languages
differently from each other. In the second section, key educational
design elements-from pedagogical methods to curriculum to
assessment-are then introduced from the perspective of
research-based understandings about effective practices. Rounding
out the volume is an overview of critical issues for language
educational innovation, including supporting teachers, localizing
materials and instruction, evaluating and improving education, and
working with technology. Each chapter concludes with a set of
recommended "design principles" that should guide readers toward
high-quality, valuable, and empirically supported language
educational experiences. This volume will be of interest to
researchers and students investigating instructed language
learning, designers creating useful language learning materials,
and language teaching innovators seeking to improve outcomes in
diverse instructional settings around the world.
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