Language Teaching Through the Ages

Author: Garon Wheeler
Publisher: Routledge
ISBN: 041565789X
Format: PDF, Kindle
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Konrad Koerner, a leading historian of linguistics, has long said that an academic field cannot be considered to have matured until it has history as one of its subfields. The history of linguistics is a growing area, having come into its own in the 1960s, especially after Noam Chomsky looked for historical roots for his work. In contrast, the history of language teaching has been neglected, reflecting the insecurity and youth of the field. Most works on the subject have been written by linguists for other linguists, and typically focus on a specific period or aspect of history. This volume concentrates on the basic issues, events, and threads of the history of the field - from Mesopotamia to the present - showing how a knowledge of this history can inform the practice of language teaching in the present.

Age and the Rate of Foreign Language Learning

Author: Carmen Muñoz
Publisher: Multilingual Matters
ISBN: 1853598917
Format: PDF, ePub, Mobi
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This book examines the various ways in which age affects the process and the product of foreign language learning in a school setting. It presents studies that cover a wide range of topics, from phonetics to learning strategies. It will be of interest to students and researchers working in SLA research, language planning and language teaching.

The Age Factor and Early Language Learning

Author: Marianne Nikolov
Publisher: Walter de Gruyter
ISBN: 3110218275
Format: PDF, ePub, Docs
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Offers readers chapters on the age factor in different educational contexts across three continents. The book documents the development in research methods into early language learning and teaching. It includes papers that discuss curriculum and assessment, individual differences, innovation in teacher education, and the role of target language.

Age and Foreign Language Learning in School

Author: A. Lambelet
Publisher: Springer
ISBN: 1137525908
Format: PDF, Kindle
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This book discusses the empirical studies on how biological age influences foreign language learning in school. It provides a succinct overview of a complex field for both experts and researchers interested in the teaching and learning of foreign languages.

Teaching English to Young Learners

Author: Janice Bland
Publisher: Bloomsbury Publishing
ISBN: 1472588592
Format: PDF, ePub
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Aimed at student teachers, educators and practitioners, Teaching English Language to Young Learners outlines and explains the crucial issues, themes and scenarios relating to this area of teaching. Each chapter by a leading international scholar offers a thorough introduction to a central theme of English as a foreign language (EFL) with preteens, with clear presentation of the theoretical background and detailed references for further reading, providing access to the most recent scholarship. Exploring the essential issues critically and in-depth, including the disadvantages as well as advantages of Teaching English as a Foreign Language (TEFL) with young learners, topics include: - task-based learning in the primary school; - storytelling; - drama; - technology; - vocabulary development; - intercultural understanding; - Content and Language Integrated Learning (CLIL) scenarios; - assessment. Innovative and rapidly emerging topics are covered, such as immersion teaching, picturebooks in the EFL classroom and English with pre-primary children.

English Language Learning and Technology

Author: Carol A. Chapelle
Publisher: John Benjamins Publishing
ISBN: 9027295956
Format: PDF, ePub, Docs
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This book explores implications for applied linguistics of recent developments in technologies used in second language teaching and assessment, language analysis, and language use. Focusing primarily on English language learning, the book identifies significant areas of interplay between technology and applied linguistics, and it explores current perspectives on perennial questions such as how theory and research on second language acquisition can help to inform technology-based language learning practices, how the multifaceted learning accomplished through technology can be evaluated, and how theoretical perspectives can offer insight on data obtained from research on interaction with and through technology. The book illustrates how the interplay between technology and applied linguistics can amplify and expand applied linguists’ understanding of fundamental issues in the field. Through discussion of computer-assisted approaches for investigating second language learning tasks and assessment, it illustrates how technology can be used as a tool for applied linguistics research.

Handbook of Research on Foreign Language Education in the Digital Age

Author: Wang, Congcong
Publisher: IGI Global
ISBN: 1522501789
Format: PDF, ePub, Docs
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The role of technology in the learning process can offer significant contributions to help meet the increasing needs of students. In the field of language acquisition, new possibilities for instructional methods have emerged from the integration of such innovations. The Handbook of Research on Foreign Language Education in the Digital Age presents a comprehensive examination of emerging technological tools being utilized within second language learning environments. Highlighting theoretical frameworks, multidisciplinary perspectives, and technical trends, this book is a crucial reference source for professionals, curriculum designers, researchers, and upper-level students interested in the benefits of technology-assisted language acquisition.

Routledge Encyclopedia of Language Teaching and Learning Michael Byram 2000

Author: Routledge Taylor & Francis Group
Publisher: Bukupedia
Format: PDF
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Introduction Purpose At the turn of the twenty-first century, it has become a commonplace to remark how the world has become a village where people of many different places and origins encounter each other in real or virtual space, in ways which a generation ago would have seemed impossible. Encounters mean communication, and communication should lead to understanding and harmony, or at the very least a reduction of conflict. Yet communication depends above all on overcoming the barriers which languages can symbolise, especially for those who do not live in societies where a variety of languages are already part of their environment. Language learning has become a necessity for everyone, even those whose first language is English, currently a dominant lingua franca, but whose future is unpredictable. Perhaps ironically, this current situation means that this encyclopedia can be published in one language, English, and be accessible to the largest number of readers, although we are acutely conscious that there are still limitations. When the language(s) that are needed are not readily available in the immediate environment, learning becomes dependent on teaching, for, despite the ease and inevitability of first language(s) acquisition in early childhood, language learning of any other kind turns out to be a complex and difficult task. It is in these circumstances that, for over a century, language teaching has increasingly become a significant profession. At the same time, the complexity of the task of language learning, and therefore of teaching, has become more and more apparent. That complexity has been met with the ingenuity of learners and teachers to devise methods, to create environments, to understand the processes, to simplify and systematise, to find appropriate institutions, all of which is multiplied by the number of traditions which have developed at different times and places more or less independently of each other. For those who are professionally engaged in language teaching—as teachers, as teacher educators, as inspectors and evaluators, as testers and assessors, as curriculum designers and materials producers—the field has become so complex that it is difficult to know. Like other professions, they need works of reference, those which describe the languages they teach, and those which describe the discipline which they profess. The former include grammars and dictionaries but also the encyclopedias of languages and linguistics which have become commonplace. This encyclopedia is in the latter category. It provides an authoritative account of the discipline of language teaching in all its complexity. It does so in a way which makes that account readily accessible, whether for quick reference or as a means of gaining an overview and insight in depth of a particular issue. It also enables the language teaching professional to discover the relationship of language teaching to other disciplines. It can thus provide rapid help on a particular problem or be the basis for in-depth and wideranging study, as one entry leads to another through the use of cross-references in the text and after each entry, and lists of further reading. Readership The encyclopedia has been created for the language teaching profession. Language teaching professionals—there is unfortunately no generic term to cover the different branches—are like those in other professions which draw upon a range of academic disciplines, pure and applied. They have their own knowledge and skills, and yet they also need to be familiar with other disciplines, such as psychology, sociology, linguistics. This encyclopedia therefore presents accounts both of professional knowledge and skills, and of the supporting or source disciplines. Because language teaching as a modern profession is relatively young, having grown very quickly and in many different places in parallel, neither an agreed body of knowledge nor a defined and fixed terminology are widely available. Readers in one country may not be familiar with the advances and terminology of another, and the use of different languages for professional purposes makes the situation even more complex. We hope that this encyclopedia will help to bridge some of these inevitable gaps. It has been deliberately produced with as wide an audience as possible in mind, accepting that this itself creates difficulties. It would have been easier to create an encyclopedia of language teaching in a specific tradition— French, Canadian, Indian, Japanese, etc.—but it is precisely one of the aims of language teaching to create the conditions for increased understanding across linguistic and cultural borders, and to produce an encyclopedia which does not attempt to do the same for the profession would be a contradiction in terms. We hope therefore that our readership will be international and will find the account of the discipline itself international. For, although Western traditions are dominant in this as in many other disciplines, compounded by the current dominance of English and English Language Teaching, authors have been deliberately sought as widely as possible, particularly from outside the ELT world, from Asia, from the whole of Europe, as well as from Britain and North America. This means that there are entries with headwords which are not English, because some terms and traditions are not translatable—as linguists are the first to recognise. It also means that the entries about individual people have been chosen to identify those who have been influential in various traditions of language teaching and learning, rather than simply being a ‘hall of fame’ of great language educators. Contributors have thus been encouraged to write from their own perspective, with as little editorial direction as possible once the general parameters had been set and agreed by the editorial team. If this means that there is not complete harmony within the text as a whole, that there are different views evident in different but related entries, that is a reflection of the discipline in its international character, not an error in production. Readers will be able to pursue topics and see their significance from these different perspectives. Contents and organisation The main body of the encyclopedia contains entries of different lengths, from a few lines to major entries of 3,000 words. These entries are both analyses of the body of knowledge and skills of the language teaching profession, and related issues, and second, sources of information about professional matters, e.g. the meanings of acronyms, the origins and purposes of professional bodies. In the case of the former, authors provide references and suggestions for further reading. Many major entries lead on to other entries which provide further elaboration, and all entries have cross references marked within the text, and further suggested links at the end of texts. In the case of information entries, the dominant criterion has been that the item in question should be of international importance. It is not possible or helpful to include all national associations and institutions, but some exceptions have been made when they also have an international standing. The entries are in alphabetical order in the main body of the text in order to facilitate access. There are also two other routes of access: a list of contents with all the main entries grouped by theme, and an index of key words, including those appearing either as headwords for entries or others within the texts of entries. In both cases, terminology is included which is not English for the reasons stated earlier. There are entries on the teaching of specific languages and on the teaching of languages in specific countries. It is obviously not possible to be

Language Education Throughout the School Years

Author: Frances Christie
Publisher: Wiley-Blackwell
ISBN: 9781118292006
Format: PDF
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This volume explores the evolution in language use experienced by children and young people throughout school, and the ways they become more conscious about its multi-functionality and the choices open to them in making meaning. Describes a trajectory of language development in schooling from age 6 to age 18 Draws on systemic functional linguistics to trace changes in the language resources successful children and adolescents use to make meanings in new discourse patterns as they engage in the curricular tasks of science, history, and language arts Explores the way in which content, interpersonal relationships, and textual structure simultaneously evolve over four stages of children’s and adolescents’ development Offers new theoretical insights and practical awareness of the multi-functionality of language