Understanding Language Classroom Contexts

Author: Martin Wedell
Publisher: A&C Black
ISBN: 1441160590
Format: PDF, Docs
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Arguably the whole point of education is to effect change in what people know and are able to do. Globalization has contributed to a common perception worldwide of the need to introduce changes to the teaching and learning of languages. The success of many attempts to do so has been limited by insufficient consideration of implementation contexts. Understanding Language Classroom Contexts explores and illustrates how what happens in any (language) classroom is influenced by (and can be an influence on) the contexts in which it is situated. A clear understanding of these influences is thus the starting point for planning effective change. The book considers many visible and invisible features of the multiple layers of any context, and provides a framework for understanding the types of factors that may influence whether changes (planned by a teacher or externally initiated) are likely to be successful. The book will help teachers (and educational managers or change planners outside the classroom) to understand why their classrooms are as they are and so to make informed decisions about what can or cannot (or not easily) be changed, and suggests how any changes might be appropriately managed.

Understanding the Impact of INSET on Teacher Change in China

Author: Ming Li
Publisher: Springer
ISBN: 9811333114
Format: PDF, ePub
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This pivot considers the impact of INSET courses on EFL teachers practicing under the national curriculum reform in China. Providing context-specific findings on the policy and implementation of INSET as well as its impact on teacher education initiatives in both China and similar contexts, it explores the limitations of one off training events such as INSET and the inconsistency between teacher learning results and their classroom practices. The book argues that teachers, when returning to pre-INSET teaching, are influenced by their prior deeply-rooted beliefs largely considered more powerful than newly-learnt theories. Addressing the rarely discussed fact that the complex and dynamic characteristics of teacher learning change over time and support the construct of teacher learning as a social event rather than a one-off event, the book also offers practical solutions on how to improve teacher education and enhance the long-term INSET impact on teacher development, with the ambition of promoting education reform for both teachers and students alike.

International Perspectives on Teachers Living with Curriculum Change

Author: Martin Wedell
Publisher: Springer
ISBN: 1137543094
Format: PDF, ePub, Mobi
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“This book gives a voice to English language teachers faced with the challenges posed by English language curriculum change. As a core component of national state system curricula in virtually every country in the world, there has nevertheless been little research exploring how the millions of English teachers worldwide navigate the challenges posed by such curriculum changes. This volume includes eleven stories from teachers based across every continent, providing a global glimpse of how national English curriculum change projects have been experienced by classroom teachers who are commonly (if erroneously) viewed as mostly responsible for its implementation success or failure. The final chapter synthesises these experiences and suggests wider implications for the development of curriculum change planning processes, and how they might better support teachers’ attempts to achieve curriculum goals. Edited and authored by leading experts in the field, this ground-breaking collection will be of interest to students and scholars of English language teaching, teacher education, curriculum change and education policy.”

Teacher Development in Action

Author: M. Kubanyiova
Publisher: Springer
ISBN: 0230348424
Format: PDF, Docs
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Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change.

Language Online

Author: David Barton
Publisher: Routledge
ISBN: 1135906971
Format: PDF, ePub, Docs
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In Language Online, David Barton and Carmen Lee investigate the impact of the online world on the study of language. The effects of language use in the digital world can be seen in every aspect of language study, and new ways of researching the field are needed. In this book the authors look at language online from a variety of perspectives, providing a solid theoretical grounding, an outline of key concepts, and practical guidance on doing research. Chapters cover topical issues including the relation between online language and multilingualism, identity, education and multimodality, then conclude by looking at how to carry out research into online language use. Throughout the book many examples are given, from a variety of digital platforms, and a number of different languages, including Chinese and English. Written in a clear and accessible style, this is a vital read for anyone new to studying online language and an essential textbook for undergraduates and postgraduates working in the areas of new media, literacy and multimodality within language and linguistics courses.

Values in English Language Teaching

Author: Bill Johnston
Publisher: Routledge
ISBN: 1135632111
Format: PDF, ePub, Mobi
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This book offers a new perspective on language teaching by placing moral issues--that is, questions of values--at the core of what it is to be a teacher. The teacher-student relation is central to this view, rather than the concept of language teaching as merely a technical matter of managing students' acquisition of language. The message is that all language teaching involves an interplay of deeply held values, but in each teaching situation these values are played out in different ways. Johnston does not tell readers what to think, but only suggests what to think about. Values in English Language Teaching explores the complex and often contradictory moral landscape of the language classroom, gradually revealing how teaching is not a matter of clear-cut choices but of wrestling with dilemmas and making difficult decisions in situations often riven with conflict. It examines the underlying values that teachers hold as individuals and as members of their profession, and demonstrates how those values are played out in the real world of language classrooms. Matters addressed include connections between the moral and political dimensions in English language teaching, and between values and religious beliefs; relationship(s) between teacher identity and values; the meaning of professionalism and how it is associated with morality and values; the ways in which teacher development is a moral issue; and the marginality of English language teaching. All the examples are taken from real-life teaching situations--the complexity and messiness of these situations is always acknowledged, including both individual influences and broader social, cultural, and political forces at play in English language classrooms. By using actual situations as the starting point for analysis, Johnston offers a philosophy based in practice, and recognizes the primacy of lived experience as a basis for moral analysis. Examples come from teaching contexts around the world, including Brazil, Thailand, Poland, Japan, Central African Republic, Turkey, and Taiwan, as well as various settings in the United States. This book will change the way teachers see language classrooms--their own or those of others. It is a valuable resource for teachers of ESL and EFL and all those who work with them, especially teacher educators, researchers, and administrators.

Materials and Methods in ELT

Author: Jo McDonough
Publisher: John Wiley & Sons
ISBN: 1118357450
Format: PDF, ePub
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This is a comprehensive and practical introduction to centralthemes in the principle and practice of Teaching English as aforeign/second Language. It is written both for teachers and forthose taking professional courses in ELT. The first part, focused on the principles on which currentmethods and materials are based, explores such topics aseducational frameworks: the communicative approach;post-communicative trends in syllabus and materials design and theevaluation and adaptation of materials. Part Two relates these principles to individual language skills.It shows how theories concerned with the development of reading,speaking, listening and writing have affected the design and use ofteaching materials. The final part of the book examines differentmethods available to teachers for organizing and managing the ELTclassroom, discussing group and pair work; individualization;classroom observation and the teacher's role in the contemporaryELT context.

Tourism Recreation and Climate Change

Author: Prof. C. Michael Hall
Publisher: Channel View Publications
ISBN: 1845413148
Format: PDF, ePub, Docs
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Climate change is one of the major issues facing us today and has been described as a threat greater than terrorism. As the world's largest industry tourism both contributes to and will be dramatically affected by climate change. This is the first comprehensive book-level examination of the relationship between tourism and climate change, of interest not only to students of tourism but to policy makers and the industry who will have to respond to the challenges posed.

Text and context

Author: Claire J. Kramsch
Publisher: D C Heath & Co
ISBN:
Format: PDF, ePub, Mobi
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The papers in this volume, stemming from the Fourth Annual conference of the Consortium for Language Teaching and Learning, explore the relationships between form and meaning in language use.

Approaches to Natural Language

Author: Jaakko Hintikka
Publisher: Springer Science & Business Media
ISBN: 9401025061
Format: PDF, Mobi
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The papers and comments published in the present volume represent the proceedings of a research workshop on the grammar and semantics of natural languages held at Stanford University in the fall of 1970. The workshop met first for three days in September and then for a period of two days in November for extended discussion and analysis. The workshop was sponsored by the Committee on Basic Research in Education, which has been funded by the United States Office of Education through a grant to the National Academy of Education and the National Academy of Sciences - National Research Council. We acknowledge with pleasure the sponsorship which made possible a series oflively and stimulating meetings that were both enjoyable and instructive for the three of us, and, we hope, for most of the participants, including a number of local linguists and philosophers who did not contribute papers but actively joined in the discussion. One of the central participants in the workshop was Richard Montague. We record our sense of loss at his tragic death early in 1971, and we dedicate this volume to his memory. None of the papers in the present volume discusses explicitly problems of education. In our view such a discussion is neither necessary nor sufficient for a contribution to basic research in education. There are in fact good reasons why the kind of work reported in the present volume constitutes an important aspect of basic research in education.