Teaching And Learning In The Language Classroom

Author : Tricia Hedge
Publisher : OUP Oxford
ISBN 13 : 9780194421720
Total Pages : 464 pages
Book Rating : 4.24/5 ( download)

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Download or read book Teaching and Learning in the Language Classroom written by Tricia Hedge and published by OUP Oxford. This book was released on 2000-01-13 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: Draws on research in a variety of fields and applies it to teaching practice Features topics of current concern, including defining the roles of teachers and learners, critical pedagogy, interactive learning, and using innovative teaching materials. Includes criteria for and advice on evaluating classroom activities, especially those provided in the published materials that most teachers typically use. Can be used as a reference text or handbook by individual teachers or as a sourcebook or class text by teacher trainers. Written mainly for practising teachers but can be used by new and inexperienced teachers to give a thorough introductory overview of ELT.

Author : Michelle D. Devereaux
Publisher : Routledge
ISBN 13 : 0429943679
Total Pages : 200 pages
Book Rating : 4.76/5 ( download)

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Download or read book Teaching Language Variation in the Classroom written by Michelle D. Devereaux and published by Routledge. This book was released on 2019-01-15 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together the varied and multifaceted expertise of teachers and linguists in one accessible volume, this book presents practical tools, grounded in cutting-edge research, for teaching about language and language diversity in the ELA classroom. By demonstrating practical ways teachers can implement research-driven linguistic concepts in their own teaching environment, each chapter offers real-world lessons as well as clear methods for instructing students on the diversity of language. Written for pre-service and in-service teachers, this book includes easy-to-use lesson plans, pedagogical strategies and activities, as well as a wealth of resources carefully designed to optimize student comprehension of language variation.

Author : Tijen Akşit
Publisher : Cambridge Scholars Publishing
ISBN 13 : 1527521435
Total Pages : 162 pages
Book Rating : 4.38/5 ( download)

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Download or read book Bridging Teaching, Learning and Assessment in the English Language Classroom written by Tijen Akşit and published by Cambridge Scholars Publishing. This book was released on 2018-11-12 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning English as a foreign language in any formal education context requires opportunities for learners and teachers to give and receive feedback on the teaching learning process as it is happening. These opportunities could be created via various in-class activities specifically designed for this purpose. Teachers who create and use these diagnostic opportunities effectively detect what learners need in a timely fashion, and provide remedial teaching in the right time and mode, so that chances can be created for learners to improve their learning. There is no one universally accepted way of how to do this, however, with various approaches for collecting, analyzing and reviewing data for this purpose. This book encapsulates the unbreakable relationship between teaching, learning and assessment through a range of articles which scrutinize assessment from a wide spectrum, ranging from the role of assessment in language learning to ELT teacher assessment literacy, from the use of technology in classroom-based assessment to practicing teachers’ reflections on their teacher classroom action research, and from the role of the Common European Framework of Reference for Languages (CEFR) to empirical data analysis.

Author : Akira Tajino
Publisher : Routledge
ISBN 13 : 1317513193
Total Pages : 196 pages
Book Rating : 4.93/5 ( download)

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Download or read book Team Teaching and Team Learning in the Language Classroom written by Akira Tajino and published by Routledge. This book was released on 2015-12-14 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of ‘team’ to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.

Author : Mary Lynn Redmond
Publisher : IAP
ISBN 13 : 162396203X
Total Pages : 161 pages
Book Rating : 4.36/5 ( download)

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Download or read book Action Research in the World Language Classroom written by Mary Lynn Redmond and published by IAP. This book was released on 2013-06-01 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current thrust in the field of education is to improve teachers’ understanding of how research on best practices can improve student learning. The field of world language education introduces a double, perhaps a triple, bind: teachers must be able to design and deliver instruction that aligns with national expectations for developing students’ language and intercultural abilities for success in the global workplace, yet in schools across America, all K-12 students do not have the opportunity to study languages, even though research supports their astonishing facility for acquisition. Schools and teachers without resources, including time to investigate and implement evidence-based best practices, are ultimately held accountable for student performance. If world language teachers are to advocate for languages, they must use their expertise and share evidence of their students’ progress. The American Council on the Teaching of Foreign Languages (ACTFL) recently began development of a national research priorities agenda for grades preK-16. Action research, which is classroom-centered and inquiry-based, can contribute to our profession’s efforts, as it helps us to increase awareness of the critical need for language study in grades preK-16. World language teachers can become teacher-researchers in their own classrooms, gathering deeply meaningful insights into their students’ progress that they can share with others. Teacher-researchers investigate innovative approaches in response to their questions about teaching and learning, which are rooted in daily experience. They engage their students in fresh learning activities, and student feedback helps them to make better decisions about instructional and assessment strategies. Results can be shared with stakeholders, including parents, administrators, school board members, and guidance counselors, as evidence of what all kinds of students can do in languages. At a time in our history when we are striving to prepare teachers for 21st-century schools that prioritize global competence, Action Research in the World Language Classroom is a timely resource for the profession. It describes a natural, engaging, motivating way to contribute, particularly for preservice teachers who are shaping their views and understanding about world language instruction and the connections between research and best practices. The book includes four studies conducted by preservice teachers during their student teaching internships in North Carolina public schools. The editor hopes that their work and observations will inspire and assist world language educators at all stages of their careers.

Author : Luis Javier Pentón Herrera
Publisher :
ISBN 13 : 9781953745033
Total Pages : 140 pages
Book Rating : 4.32/5 ( download)

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Download or read book Social-emotional Learning in the English Language Classroom written by Luis Javier Pentón Herrera and published by . This book was released on 2021 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The incorporation of social and emotional learning (SEL) practices has been growing in the United States and around the world for some years. Many public and private educational systems, community organizations, and higher education institutions embrace SEL practices in various forms, such as wellness conversations, mindfulness interventions, trauma-informed practices, restorative circles, yoga, among many other interventions. Recent global events that our children, youth, and adults are experiencing, such as global pandemics, natural disasters, religious persecutions, forced migrations, social and political unrest, and violence, are reminding us of our interconnectedness as global citizens. At the same time, society and employers are now, more than ever, in desperate need of individuals who are emotionally intelligent (Harvard Business Review, 2015). While SEL is becoming increasing critical for learners' success, teachers often feel unprepared to incorporate or address it in their classrooms. This book serves as a practical, concise, and easy-to-follow reference that English language teachers in K-12 and adult education and English language teacher educators can use in their classrooms. It is one of the limited emerging SEL resources available that is tailored to the English language teaching field and contributes to filling the existing gap of SEL in English language education. Teachers will be equipped with the necessary knowledge and skills to practice self-care and be confident in implementing SEL in their learning spaces to support and benefit their learners.

Author : Ian Tudor
Publisher : Cambridge University Press
ISBN 13 : 0521772036
Total Pages : 234 pages
Book Rating : 4.37/5 ( download)

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Download or read book The Dynamics of the Language Classroom written by Ian Tudor and published by Cambridge University Press. This book was released on 2001 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Author : Liying Cheng
Publisher : Bloomsbury Publishing
ISBN 13 : 1137464844
Total Pages : 200 pages
Book Rating : 4.42/5 ( download)

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Download or read book Assessment in the Language Classroom written by Liying Cheng and published by Bloomsbury Publishing. This book was released on 2017-03-09 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book makes a unique contribution to classroom assessment literature, linking teacher-friendly examples to scholarly work and current research in the field, and providing comprehensive, hands-on information on core concepts in accessible terms. Examples of real activities and questions for reflection and discussion aim to enrich understanding.

Author : Rosemary Erlam
Publisher : Cambridge University Press
ISBN 13 : 1108835953
Total Pages : 199 pages
Book Rating : 4.54/5 ( download)

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Download or read book Teaching Languages to Adolescent Learners written by Rosemary Erlam and published by Cambridge University Press. This book was released on 2021-09-30 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: A reader-friendly publication on teaching modern languages to adolescents, which draws on theory as well as examples from real classrooms.

Author : Anna Uhl Chamot
Publisher : Multilingual Matters
ISBN 13 : 1788923421
Total Pages : 288 pages
Book Rating : 4.22/5 ( download)

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Download or read book Learning Strategy Instruction in the Language Classroom written by Anna Uhl Chamot and published by Multilingual Matters. This book was released on 2019-05-10 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive collection, comprising both theoretical and practical contributions, is unique in its focus on language learning strategy instruction (LLSI). The chapters, written by leading international experts, embrace both sociolinguistic and psycholinguistic perspectives. The issues presented include different models of strategy instruction and how they can be tailored according to context and the learners’ age and attainment level. The collection will be an important resource for researchers in the field, both for its critical perspectives and its guidance on collaborating with teachers to design interventions to implement strategy instruction. It also identifies key areas for research, including the teaching of less studied groups of strategies such as grammar and affective strategies. The book will prove equally valuable to language teachers through the provision of detailed teaching materials and tasks. Those engaged in professional development, whether pre- or in-service teacher education, will find a wealth of concrete ideas for sessions, courses and assignments.