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Author: Michael J. Wallace
Publisher: Cambridge University Press
Published: 1991-04-18
Total Pages: 200
ISBN-13: 9780521356541
DOWNLOAD EBOOKThis book contains many suggestions for practical work and discussion, and includes an extended case-study.
Author: Martin Parrott
Publisher: Cambridge University Press
Published: 1993-05-13
Total Pages: 340
ISBN-13: 9780521426664
DOWNLOAD EBOOKThis book contains 40 tasks of two types: discussion tasks and classroom-based tasks.
Author: Carmen Avram
Publisher:
Published: 2016-07-01
Total Pages:
ISBN-13: 9781443890991
DOWNLOAD EBOOKThis book provides a comparative perspective on foreign language teacher training in France, Germany, Russia, Ukraine and Uzbekistan. The training process of state secondary school foreign language teachers is considered from two perspectives for each country. On the one hand, the current training routes through which necessary teaching qualifications are obtained are described with respect to national policy for foreign language learning, the nature of providers, and training programme organisation and contents, with details of any practicum. These descriptive dimensions are accompanied by an evaluation of the degree to which the training fits the purpose of teaching foreign languages in state secondary schools. The descriptive and evaluative approaches to FL teacher training provide a novel overview of the current successes and challenges in the field, giving an understanding of terrains not easily accessible to the general English-language readership. The book highlights elements of good practice found across nations, and contributes to shed light on the enduring mystery of why certain nations seem to be managing multilingualism better than others. As such, it provides a reference for interdisciplinary discussions between applied linguists, education researchers and practitioners, and policymakers.
Author: Carmen Avram
Publisher: Cambridge Scholars Publishing
Published: 2016-06-22
Total Pages: 205
ISBN-13: 1443896799
DOWNLOAD EBOOKThis book provides a comparative perspective on foreign language teacher training in France, Germany, Russia, Ukraine and Uzbekistan. The training process of state secondary school foreign language teachers is considered from two perspectives for each country. The current training routes through which necessary teaching qualifications are obtained are described with respect to national policy for foreign language learning, the nature of providers, and training programme organization and contents, with details of any practice. These descriptive dimensions are accompanied by an evaluation of the degree to which the training fits the purpose of teaching foreign languages in state secondary schools. The descriptive and evaluative approaches to FL teacher training provide a novel overview of the current successes and challenges in the field, giving an understanding of terrains not easily accessible to the general English-language readership. The book highlights elements of good practice found across nations, and contributes to shedding light on the enduring mystery of why certain nations seem to be managing multilingualism better than others. As such, it provides a reference for interdisciplinary discussions between applied linguists, education researchers and practitioners, and policymakers.
Author: Keith Johnson
Publisher: Routledge
Published: 2017-11-22
Total Pages: 349
ISBN-13: 1351213849
DOWNLOAD EBOOKAn Introduction to Foreign Language Learning and Teaching provides an engaging, student-friendly guide to the field of foreign language learning and teaching. Aimed at students with no background in the area and taking a task-based approach, this book: introduces the theoretical and practical aspects of both learning and teaching; provides discussion and workshop activities throughout each chapter of the book, along with further reading and reflection tasks; deals with classroom- and task-based teaching, and covers lesson planning and testing, making the book suitable for use on practical training courses; analyses different learning styles and suggests strategies to improve language acquisition; includes examples from foreign language learning in Russian, French, and German, as well as English; is accompanied by a brand new companion website at www.routledge.com/cw/johnson, which contains additional material, exercises, and weblinks. Written by an experienced teacher and author, An Introduction to Foreign Language Learning and Teaching is essential reading for students beginning their study in the area, as well as teachers in training and those already working in the field.
Author: Hugh Stuart
Publisher:
Published: 1927
Total Pages: 140
ISBN-13:
DOWNLOAD EBOOKAuthor: Zou, Bin
Publisher: IGI Global
Published: 2013-01-31
Total Pages: 356
ISBN-13: 1466628227
DOWNLOAD EBOOKEducational technologies continue to advance the ways in which we teach and learn. As these technologies continue to improve our communication with one another, computer-assisted foreign language learning has provided a more efficient way of communication between different languages. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic scholars, language teachers, students, and policymakers a better understanding of the importance and influence of e-learning in second language acquisition.
Author: Ernesto Macaro
Publisher: Routledge
Published: 2015-09-16
Total Pages: 227
ISBN-13: 1317674758
DOWNLOAD EBOOKImproving Foreign Language Teaching provides teachers and teacher trainers with a research-based structure for the effective teaching and assessment of second languages. As well as outlining a model for teacher development, the book identifies and exemplifies eight key principles for effective language learning, which can be used to guide curriculum design and decisions about classroom pedagogy. Improving Foreign Language Teaching also presents practical activities, related materials, and guidance on how student progress can be monitored and recorded. Based on the research of the authors and other international experts, together with the work of a consortium established by the authors and teachers in a range of secondary schools, the book focusses on the development of language skills and communicative competence. It also proposes an assessment system which better reflects how learners progress in language learning than current models. Taking as its starting point the challenge of a curriculum in flux and complex pedagogical approaches, this book offers clear research-informed guidance for effective planning, teaching and learning. It will be essential reading for all those concerned with the improvement of language learning and teaching in the secondary classroom.
Author: Charles Maltador Purin
Publisher: New York : The Macmillan Company
Published: 1929
Total Pages: 144
ISBN-13:
DOWNLOAD EBOOKThe present work is a part of an investigation into the teaching of the modern foreign languages which was begun in 1924 by a Committee organized under the sponsorship of the American Council on Education and working with funds supplied by the Carnegie Corporation of New York. From the first the Committee on Investigation recognized the fundamental importance which the training of secondary school teachers has for the present and future position of modern language studies in this country and took steps to sound out the situation as thoroughly as possible. The following pages contain the results of this inquiry. Even a hasty examination of Professor Purin's report will show that the foreign language teachers in this country, as a class, are poorly equipped both in the fundamentals of their subject and in the theory of teaching and the technique provided by practice under supervision. AU of these defects, as well as a lack of professional feeling, . teachers of the modern languages share with colleagues in other curriculum subjects, and all are to be explained in great measure by the recent history of our secondary school system. The deficiencies in the training of modern language teachers, resulting in a lack of fundamental skills and capacities, appear in glaring relief to every classroom visitor and are written plainly in the statistics contained in this report. Less than twenty-five per cent of the modern language teachers in the public secondary schools of the country have enjoyed opportunities beyond the college years, except such as were furnished by summer sessions. Only a little over thirty per cent of these teachers have ever visited a country where the language which they teach is spoken. Equally significant is the fact that one-third of them have not yet had three years of teaching experience and that thirty-six states in the Union still issue "blanket" certificates authorizing the holders to give instruction in any subject on the secondary school curriculum.
Author: Amy B. Gooden
Publisher: University of Michigan Press ELT
Published: 2021-02-05
Total Pages: 153
ISBN-13: 0472037935
DOWNLOAD EBOOKThis casebook is designed to broaden L2 teacher knowledge, thinking, and practice with regard to making language and learning accessible to all students. Language teachers are especially accountable for promoting socially just, inclusive, decolonizing, and multicultural pedagogical practices and curricula; at this critical juncture in history, this book is intended to raise language teachers’ awareness of the importance of critically examining and reflecting on the intersectionality of language education and inclusive pedagogical practices. Language teacher educators can use this text in their courses and workshops to build on and extend theoretical foundations, while making critical practical connections. The 12 cases presented here cover a range of inclusive language teaching and learning issues that practitioners are likely to face in their respective teaching contexts. All the cases are based on real-life dilemmas faced by practitioners in the field and have been informed by discussions with pre-service and in-service student teachers. The cases represent a range of classroom contexts: K–12 ESL/sheltered English immersion, world language, and post-secondary EAP; private, charter, and public schools; and urban and suburban settings. The cases are accompanied by pre- and post-problem sets and in-class discussion questions. This volume applies the case-based pedagogy often used in some fields to that of second language teacher education to encourage pre- and in-service teachers to grapple with the types of dilemmas and decisions teachers confront every day. The cases here are not intended as exemplars of practice to be emulated or illustrations of existing theories; instead, they are problem-based narratives that resist clear-cut answers or solutions and remain open ended to stimulate further investigation and reflection. The goal is to mimic the complexity of the classroom where teachers confront a range of pedagogical and learning challenges, and the ensuing experience requires critical, real-time decisions that demand keen professional discernment.
