This is a photocopiable resource book of ten realistic meeting simulations. Students prepare by reading authentic texts, then take control and run the meeting with the teacher acting as observer and consultant.
This teacher's handbook provides practical ideas for small groups and one-to-one teaching. Aimed at ESP teachers, in-company teachers and language trainers, the book features analysis of one-to-one teaching, practical advice, and guidance on course planning and classroom activities.
This volume reviews the research and theory relating to instruction and assessment of bilingual pupils, focusing not only on issues of language learning and teaching but also the ways in which power relations in the wider society affect patterns of teacher-pupil interaction in the classroom.
New full colour edition of this bestselling beginners' classroom text now including video and an interactive e-book with each print copy. Foundation Languages courses are tailor-made for IWLPs in the HE sector, with lively exercises, integrated pair- and groupwork and a self-study section. The course fits neatly into the 20-24 week teaching year.
Examines the relationship between the teaching of language and the teaching of literature to non-native students. This book attempts to identify key theoretical issues and principles as a basis for further discussion.
Starting from the premise, that each person develops a unique and personal code for communication, this book examines the roles of teachers and learners, and the approaches that education professionals should develop in support of learners. It also draws upon linguistic, psychological, philosophical, and sociolinguistic principles.
This book explores key areas of educational and social psychology and considers their relevance to language teaching, using activities and questions for reflection. Issues discussed include learners' and teachers' beliefs about how a subject should be learned and taught, relationships with others, and the role of emotions in learning.
Intertextuality in reading - the way in which written texts refer to other texts - has recently attracted attention in the field of linguistics and related disciplines. This book offers a unique look at the operation of intertextuality in real-world texts and the role of readers' cognitive processes in dealing with intertextuality.
This book is for teachers and trainers who want to incorporate literature into the language classroom. Each section of the book is self-contained so that users can select what is most relevant to them.
Explores the regular, predictable elements of language as well as the potential creativity of its underlying system. This title provides an understanding of the organic nature of language and its acquisition, and a set of tools with which to approach language in language teaching.
An accessible guide to using English in the classroom for non-native speaker teachers. The book is in two parts: Section 1 provides advice on issues such as how to check that learners have understood and when to use English. Section 2 looks at different situations in the classroom, for example, 'Using the coursebook' and 'Giving instructions'.
Understanding what constitutes expertise in language learning and teaching is important for theoretical reasons related to psycholinguistic and applied linguistic enquiry. This work addresses the fields of listening, reading, writing, speaking and communication strategies, looking at common characteristics of the expert teacher and expert learner.
This title addresses ethical dilemmas and issues that ESL post-secondary faculty commonly encounter and examines them in the framework of social justice concerns. Scenarios in each chapter provide realistic situations for reflection and discussion. It then sets out the issues raised.
This book investigates the intersections between language learning and assessment and four specific areas within language learning: learner autonomy, intercultural competence, literary competence and the integration of content and language learning. It is a valuable study of the seemingly untestable facets of foreign language competence.
Foreign language teaching should prepare learners to speak fluently, accurately and with people who have different cultural identities, values and behaviours. This text defines precisely what competencies are required, how these can be included in teachers' objectives and how the ability to communicate across cultural differences can be assessed.
Provides guidance on how to teach English to language students with drama. This book covers the sector of teaching English language students using drama, plays and with theatre techniques. It also covers various subjects including how to plan class work, choosing appropriate texts, and working with students with theatrical techniques.
Discussing the implications of introducing a fast-track training programme, this is one of a series dealing with issues in language teaching for teachers and trainers across Europe, in both state schools and private education.
After a description of the features of spoken English, this text considers how they differ from the features of written language. The text describes practical techniques for teaching listening comprehension and speaking, which apply to ESL and foreign languages as well as English.
Examines issues, such as test design, the rating process, validity, measurement, and the social dimension of language testing. This book looks at both traditional and modern forms of language assessment, and the challenges posed by various views.
Presents the worlds and conflicts of TESOL teachers and researchers, whose professional lives are influenced by the interfaces created by working with an international language. This book discusses the balance of power in classroom and curriculum, the relation between language, culture, and discourse, and the change in the ownership of English.
This book was written for language teachers by language teachers, with a view to encouraging readers to use more tasks in their lessons, and to explore for themselves various aspects of task-based teaching and learning.
This text is a contribution to the theory of the language education curriculum. It explores key aspects of the current debate on language teaching and examines the important issues of the learning process, the central concepts of authenticity, motivation and language awareness.
This text aims to synthesize the state of research with regard to the teaching and testing of reading in a second language. It examines the psychology of reading, models of the reading process and various theories, and discusses the development of reading tests and teaching practice.