Your cart is empty
Traditionally, there has been a disconnect between theoretical linguistics and pedagogical teacher training. This book seeks to bridge that gap. Using engaging examples from a wide variety of languages, it provides an innovative overview of linguistic theory and language acquisition research for readers with a background in education and teacher training, and without specialist knowledge of the field. The authors draw on a range of research to ground ideas about grammar pedagogy, presenting the notion of Virtual Grammar as an accessible label for unifying the complexity of linguistics. Organised thematically, the book includes helpful 'Case in point' examples throughout the text, to illustrate specific grammar points, and step-by-step training in linguistic methods, such as how to analyse examples, which educators can apply to their own teaching contexts. Through enriching language teachers' understanding of linguistic features, the book fosters a different perspective on grammar for educators.
The theories and practices of teaching and learning English as a first or additional language within the context of the multilingual South African classroom as set out in the national curriculum. Includes practical examples and teaching strategies. Aimed at helping teachers working in any phase to understand the principles of language teaching, especially as the traditional distinctions of first and second language speakers have blurred.
Human life would not be the same without language communication. Sounds and symbols are the most basic characteristics of all languages, but the system by which these are linked to form meaning is conventionalised in very different ways. Many school-going learners in South Africa are currently not being instructed in their primary language for reasons that include the perception of increased economic opportunity that English gives. Learn2Teach accesses the theories and practices, and offers guidance on the principles, of teaching and learning English as a first or additional language within the context of the multilingual South African classroom as set out in the national curriculum. Learn2Teach makes special reference to the communicative approach which supports the outcomes-based education philosophy by not only promoting basic interpersonal oral-aural skills, but also integrating the expressive and receptive skills needed to develop the cognitive academic language proficiency so necessary for speakers of other languages being schooled in English. Many practical examples and teaching strategies are suggested and teachers are encouraged to develop their own coherent philosophy based on personal experiences.
Now in its second edition, this volume provides an up to date, accessible, yet authoritative introduction to feedback on second language writing for upper undergraduate and postgraduate students, teachers and researchers in TESOL, applied linguistics, composition studies and English for academic purposes (EAP). Chapters written by leading experts emphasise the potential that feedback has for helping to create a supportive teaching environment, for conveying and modelling ideas about good writing, for developing the ways students talk about writing, and for mediating the relationship between students' wider cultural and social worlds and their growing familiarity with new literacy practices. In addition to updated chapters from the first edition, this edition includes new chapters which focus on new and developing areas of feedback research including student engagement and participation with feedback, the links between SLA and feedback research, automated computer feedback and the use by students of internet resources and social media as feedback resources.
This volume gives an overview of the impact of the CEFR on teaching and assessment as well as the extensive debate surrounding the framework. It covers the four main areas with which the CEFR is concerned: its role as a common framework, the Common Reference Levels, what the CEFR implies for planning and teaching, and assessment of CEFR levels. A distinction is maintained between practical information and academic discussion. Each chapter is organised into three sections: Essentials, to introduce the relevance of the CEFR to the topic concerned; More detail, to give examples of the implementation of the framework; and Issues, a discursive section with a foucs on misconceptions of the CEFR and how these could be addressed. The conclusion discusses the extent to which the CEFR is generating change, the priorities for curriculum development in the future and how the framework can be further exploited and developed.
This is an ideal introduction to Japanese th ought and culture and a practical guide, both for anticipati ng Japanese behaviour and avoiding cultural faux pas. The co mpanion will interest tourists, students and business travel lers to Japan. '
After the first issue of PRE/TEXT appeared in 1981, a colleague told Victor Vitanza, the creator, editor and publisher of the journal, how disgusted she was by it, how unreadable it was, how devoted to self-aggrandizement-and how much she enjoyed two articles in it. Devoted to exploring and expanding the field of rhetoric and composition by publishing articles considered \u201cinappropriate\u201d by other journals in the field, PRE/TEXT has, from its inception, made people angry. Yet it has survived, and thrived. This collection of essays pays tribute to the first ten years of the journal, and each reprinted article is paired with a short comment by the author. Also included is Victor Vitanza's retrospective history of the journal and prospectives for the future.
Extensively revised and updated, this second edition provides, in an A-Z format, an analysis of the most important generalizations that have been made on the unidirectional change of grammatical forms and constructions. Based on the analysis of more than 1,000 languages, it reconstructs over 500 processes of grammatical change in the languages of the world, including East Asian languages such as Chinese, Korean and Japanese. Readers are provided with the tools to discover how lexical and grammatical meanings can be related to one another in a principled way, how such issues as polysemy, heterosemy, and transcategoriality are dealt with, and why certain linguistic forms have simultaneous lexical and grammatical functions. Definitions of lexical concepts are provided with examples from a broad variety of languages, and references to key relevant research literature. Linguists and other scholars will gain a better understanding of languages on a worldwide scale.
Language teachers are often afraid to teach pronunciation because they lack essential, basic knowledge or training in phonetics and phonology. To correct this situation, this lively, interactive book links all three in a manner that allows future and current language teachers to translate research findings into classroom approaches. The authors focus on practical, pedagogical, and theoretical aspects of phonetics, phonology, and pronunciation. While many books in the area separate phonetics and phonology into different subject areas with limited practical application, and most treat pronunciation independently, this book entails the interaction of all three. This quick introduction helps readers gain the basic knowledge, goals, and techniques they need to add pronunciation to their teaching. To address the need for language teachers to have access to materials that blend applied linguistics theory and second/foreign language teaching, this book focuses on practical and theoretical aspects of phonetics, phonology, and pronunciation. As language teachers are often asked to teach pronunciation without crucial knowledge or training in phonetics and phonology, this book links all three in a manner that allows future and current language teachers to translate research findings into classroom approaches. While many books in the area separate phonetics and phonology into different subject areas with limited practical application, and most treat pronunciation independently, this book entails the interaction of all three while connecting classroom practice to theory by drawing pedagogical implications from a discussion of applied linguistics research.
A proper understanding of intelligibility is at the heart of effective pronunciation teaching, and with it, successful teaching of speaking and listening. Far from being an optional 'add-it-on-if-we-have-time' language feature, pronunciation is essential because of its tremendous impact on speech intelligibility. Pronunciation dramatically affects the ability of language learners to make themselves understood and to understand the speech of others. But not all elements of pronunciation are equally important. Some affect intelligibility a great deal, while others do not. With a strong emphasis on classroom practice and how pronunciation teaching can be more effectively approached in different teaching contexts, this book provides an important resource for pronunciation researchers, with a distinctly practical focus. It shows how intelligibility research informs pronunciation teaching within communicative classrooms, enabling language teachers to incorporate intelligibility findings into their teaching. Professionals interested in oral communication, pronunciation, and speech perception will find the book fascinating.
First published in 1967, this book was based on new descriptions of English emerging from recent research. It provides an introduction to the study of the English language for the first-year university student. It will also be invaluable to all those concerned with the teaching and learning of English as a foreign or second language, particularly the teacher in training and the university student.
This book provides readers with a range of approaches and tools for thinking deeply about conducting research in their own language classrooms. The book's accessible style and content encourage language teachers to become part of a community focused on inquiry, equipping them with relevant terminology and concepts for their own teaching and research (inquiry, data collection, data analysis, bringing it all together). The reader is exposed to various research methods and examples, accompanied by pros and cons and rationales for each. This enables them to select which research approaches resonate most and are relevant to their own teaching. The book is designed to empower language teachers to engage in ongoing research, thus democratizing who might be considered a researcher. It includes a range of activities and reflections that can be adapted for both pre- and in-service language teachers in diverse language classrooms.
Build the bridges for English language learners to reach success! Ten years ago, the first edition of Margo Gottlieb's Assessing English Language Learners changed the dialogue about how educators envision educational equity for students. Since then, the ELL and dual language student populations have grown exponentially, and so has the need for forward-thinking and effective approaches to facilitating students' academic language development alongside their content knowledge. This thoroughly updated edition of Gottlieb's classic delivers a complete set of tools, techniques, and ideas for planning and implementing instructional assessment. The book includes: A focus on academic language use in every discipline, from mathematics to social studies, within and across language domains Emphasis on linguistically and culturally responsive assessment as a key driver for measuring academic achievement A reconceptualization of assessment "as," "for," and "of" learning Reflection questions to stimulate discussion around assessment policies and practices to maximize opportunities for teacher input and student engagement This book is an essential resource for pre-service and in-service teachers, educator teams, and school leaders striving toward equity in every classroom. "In this exciting, practitioner-friendly volume, Margo Gottlieb shows us how assessment as, for, and of learning can provide a level playing field for today's language learners. Educators working with English language learners will find this assessment-moxie book truly invaluable." -W. James Popham, Professor Emeritus University of California, Los Angeles "There are no other books available that cover the topic of fair and equitable assessment practices for English learner as comprehensively as this one. Nor are there any other books with such a rich selection of tools readily available for practitioners. It must belong in every TESOL professional's library!" -Andrea Honigsfeld, Associate Dean and EdD Program Director Molloy College
Internationally recognised as one of the leading texts in its field, this volume offers a comprehensive introduction to vocabulary for language teachers who would like to know more about the way vocabulary works. Two leading specialists make research and theory accessible, providing the background knowledge necessary for practitioners to make informed choices about vocabulary teaching and testing. This second edition retains the popular format of the first edition, and has been rewritten to take account of the many developments in the past 20 years. There is a greater focus on the vocabulary learning process, with new chapters on incidental learning, and intentional learning, and a new wide-ranging discussion of formulaic language. The book now also includes extensive treatment of word lists and vocabulary tests, with explanations of their various strengths and limitations. Updated further reading sections, and new Exercises for Expansion make this volume more invaluable than ever.
Teaching and Researching Speaking provides an overview of the main approaches to researching spoken language and their practical application to teaching, classroom materials, and assessment. The history and current practices of teaching and researching speaking are presented through the lens of bigger theoretical issues about the object of study in linguistics, social attitudes to the spoken form, and the relationships between spoken and written language. A unique feature of the book is the way it clearly explains the nature of speaking and how it is researched and puts it into the context of a readable and holistic overview of language theory. This new edition is fully updated and revised to reflect the latest developments on classroom materials and oral assessment, as well as innovations in conversation analysis. The resources section is brought up-to-date with new media and currently available networks, online corpora, and mobile applications. This is a key resource for applied linguistics students, English language teachers, teacher trainers, and novice researchers.
Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students.
An examination of how language functions in CLIL, based on a corpus of classroom interactions. Drawing on their wide experience as CLIL educators and researchers, the authors explore data collected in real CLIL classrooms from two interrelated perspectives: the CLIL classroom as an interactional context for developing language and content, and the genres and registers through which the meanings of the different academic subjects are enacted. From the analysis of this corpus of data, the authors provide a rich description of how CLIL students' language works and may be expected to develop. Also available separately as a hardback.
This book employs the realm of English Language Teaching (ELT) as a discursive point of departure to explore how individuals, groups, entities and institutions apprehend, embrace, deal with, manipulate, problematize and resist glocal flows of people, ideas, information, goods, and technology. It apprehends and attends to tensions arising from the fluidly local-global construction and negotiation of borders of identity and interaction within a diverse array of contexts and English education therein. These tensions, whether conceptual or pedagogical, may arise in and through governmental and institutional policymaking, teacher training, or curriculum and materials development, and in the learning experience both within and beyond the classroom, as teachers and students engage with course content and each other.
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
This book provides an up-to-date and comprehensive overview of research methods in second-language teaching and learning, from experts in the field. The Cambridge Guide to Research in Language Teaching and Learning covers 36 core areas of second-language research, organised into four main sections: Primary Considerations; Getting Ready; Doing the Research; Research Contexts. Presenting in-depth but easy to understand theoretical overviews, along with practical advice, the volume is aimed at 'students of research', including pre-service and in-service language teachers who are interested in research methods, as well as those studying research methods in Bachelor, MA, or PhD graduate programs around the world.
This landmark volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume 2, are organized in eight thematic sections:
Changes in Volume 2:
Volume 2 is an essential resource for researchers, faculty, teachers, and students in MA-TESL and applied linguistics programs, as well as curriculum and material developers.
Innovative activities for Content and Language Integrated Learning (CLIL) teachers and trainee teachers. CLIL Activities is organised into five chapters: Activating, Guiding understanding, Focus on language, Focus on speaking and Focus on writing. A further chapter provides practical ideas for assessment, review and feedback. The Background to CLIL section offers a clear explanation of what CLIL is and its benefits and challenges. The book contains a wide range of easily accessible activities that can be used in any order. Dedicated subject pages include annotated extracts from authentic school teaching materials, demonstrating how language is used in particular school subjects, such as geography, science, maths and ICT. The accompanying CD-ROM contains print-ready CLIL activities.
The Complete Guide to the Theory and Practice of Materials Development for Language Learning provides undergraduate and graduate-level students in applied linguistics and TESOL, researchers, materials developers, and teachers with everything they need to know about the latest theory and practice of language learning materials development for all media. The past two decades have seen historic change in the field of language learning materials development. The four main drivers of that change include a shift in emphasis from materials for language teaching to language learning; evidenced-based development; the huge increase in digital delivery technologies; and the wedding of materials developed for the learning of English with those for other second or foreign languages. Based on an exhaustive review of the world literature on the subject, as well as their decades of experience as materials developers and researchers, the authors address these issues to offer comprehensive coverage of all aspects of contemporary language learning materials development. Combining a highly accessible style and presentation with academic rigor, this book has many pedagogical features including numerous think questions and tasks, as well as a list of valuable resources freely available to materials developers, in order to stimulate readers and provoke debate in the field. Unparalleled in scope and depth of coverage, The Complete Guide to the Theory and Practice of Materials Development for Language Learning: * Combines a highly-accessible style and presentation with academic rigor, making it an ideal guide for newcomers to the field as well as experts * Offers objective information, critical reviews of the literature, and extremely well-informed opinions and recommendations * Delves into the issues which continue to provoke debate in the field, worldwide * Considers questions of materials evaluation, adaptation, and development * Provides numerous think questions and tasks to stimulate readers and foster innovation, and a list of valuable resources freely available to materials developers Timely, authoritative, and global in scope, The Complete Guide to the Theory and Practice of Materials Development for Language Learning is an indispensable resource for all those studying and working in the field of language learning.
In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.
You may like...
Non-native Educators in English Language…
George Braine Hardcover R3,096 Discovery Miles 30 960
Learning Strategy Instruction in the…
Anna Uhl Chamot, Vee Harris Paperback
Tussenstand - Letterkundige opstelle
H.P. van Coller Paperback
The Morphosyntax of Portuguese and…
Mary A. Kato, Francisco Ordonez Paperback R1,197 Discovery Miles 11 970
Computational and Corpus Approaches to…
Xiaofei Lu, Berlin Chen Hardcover
High-Level Language Proficiency in…
Kenneth Hyltenstam, Inge Bartning, … Hardcover
Technology for the Language Classroom…
Leo Mercado Paperback R621 Discovery Miles 6 210
Evaluation in Foreign Language Education…
Sahbi Hidri, Christine Coombe Hardcover
Ossa Latinitatis Sola Ad Mentem…
Reginaldus Thomas Foster, Daniel Patricius McCarthy Paperback R1,147 Discovery Miles 11 470
Languae in Jamaica
Pauline Christie Paperback