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Author: Barbara M. Birch
Publisher: Routledge
ISBN: 1135847371
Category : Education
Languages : en
Pages : 241
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Book Description
How can English language teachers contribute to peace locally and globally? English language teachers and learners are located in the global civil society – an international network of civil organizations and NGOs related to human rights, the environment, and sustainable peace. English, with its special role as an international language, is a major tool for communication within this network. On the local level, many teachers are interested in promoting reconciliation and sustainable peace, but often do not know how to do so. This book provides information, analysis, and techniques to help teachers around the world take action toward this goal. Balancing, in a readable and accessible way, the global and the local, core and periphery, cultural diffusion and resistance, theory and practice, pessimism and optimism, outsider and insider perspectives, the expert role and the apprentice role, and prescriptive and elicitive methods, it offers an alternative to literature about critical applied linguistics, globalization, and peace education that is simply too complex and wordy to spread easily from theoretician to the classroom teacher. The English Teacher in Global Civil Society: synthesizes threads from many fields and topics into a coherent and empowering argument for the activist role English language teachers can take to promote social change draws on humanistic education, peace education, cross-cultural understanding, problem-posing, cooperative learning, and critical thinking methodologies to help English language teachers learn how to teach conflict resolution skills in their classrooms covers issues in critical applied linguistics, approaches and methodologies in ESL/EFL, global and local curricular issues, and specific skill areas such reading, writing, and speaking suggests a new goal for English language teachers: global citizenship. This engaging, informative, provocative, and highly readable book is a welcome resource for English language teacher trainers, pre-service teachers, practicing classroom teachers, and Peace Corps workers around the world.
Author: Barbara M. Birch
Publisher: Routledge
ISBN: 1135847371
Category : Education
Languages : en
Pages : 241
Get Book Here
Book Description
How can English language teachers contribute to peace locally and globally? English language teachers and learners are located in the global civil society – an international network of civil organizations and NGOs related to human rights, the environment, and sustainable peace. English, with its special role as an international language, is a major tool for communication within this network. On the local level, many teachers are interested in promoting reconciliation and sustainable peace, but often do not know how to do so. This book provides information, analysis, and techniques to help teachers around the world take action toward this goal. Balancing, in a readable and accessible way, the global and the local, core and periphery, cultural diffusion and resistance, theory and practice, pessimism and optimism, outsider and insider perspectives, the expert role and the apprentice role, and prescriptive and elicitive methods, it offers an alternative to literature about critical applied linguistics, globalization, and peace education that is simply too complex and wordy to spread easily from theoretician to the classroom teacher. The English Teacher in Global Civil Society: synthesizes threads from many fields and topics into a coherent and empowering argument for the activist role English language teachers can take to promote social change draws on humanistic education, peace education, cross-cultural understanding, problem-posing, cooperative learning, and critical thinking methodologies to help English language teachers learn how to teach conflict resolution skills in their classrooms covers issues in critical applied linguistics, approaches and methodologies in ESL/EFL, global and local curricular issues, and specific skill areas such reading, writing, and speaking suggests a new goal for English language teachers: global citizenship. This engaging, informative, provocative, and highly readable book is a welcome resource for English language teacher trainers, pre-service teachers, practicing classroom teachers, and Peace Corps workers around the world.
Author: Barbara M. Birch
Publisher: Routledge
ISBN: 1135847363
Category : Education
Languages : en
Pages : 395
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Book Description
How can English language teachers contribute to peace locally and globally? English language teachers and learners are located in the global civil society – an international network of civil organizations and NGOs related to human rights, the environment, and sustainable peace. English, with its special role as an international language, is a major tool for communication within this network. On the local level, many teachers are interested in promoting reconciliation and sustainable peace, but often do not know how to do so. This book provides information, analysis, and techniques to help teachers around the world take action toward this goal. Balancing, in a readable and accessible way, the global and the local, core and periphery, cultural diffusion and resistance, theory and practice, pessimism and optimism, outsider and insider perspectives, the expert role and the apprentice role, and prescriptive and elicitive methods, it offers an alternative to literature about critical applied linguistics, globalization, and peace education that is simply too complex and wordy to spread easily from theoretician to the classroom teacher. The English Teacher in Global Civil Society: synthesizes threads from many fields and topics into a coherent and empowering argument for the activist role English language teachers can take to promote social change draws on humanistic education, peace education, cross-cultural understanding, problem-posing, cooperative learning, and critical thinking methodologies to help English language teachers learn how to teach conflict resolution skills in their classrooms covers issues in critical applied linguistics, approaches and methodologies in ESL/EFL, global and local curricular issues, and specific skill areas such reading, writing, and speaking suggests a new goal for English language teachers: global citizenship. This engaging, informative, provocative, and highly readable book is a welcome resource for English language teacher trainers, pre-service teachers, practicing classroom teachers, and Peace Corps workers around the world.
Author: B. Kumaravadivelu
Publisher: Routledge
ISBN: 1136837000
Category : Education
Languages : en
Pages : 165
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Book Description
This book introduces a state-of-the-art model for second/foreign language language teacher education ─ Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS). Its goal is to develop prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers.
Author: Malba Barahona
Publisher: Routledge
ISBN: 1317425634
Category : Education
Languages : en
Pages : 203
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Book Description
Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a high demand for teachers of English. As a consequence, teacher education programs have modified their curricula to meet the challenges of educating teachers of English as a global language. This book explores EFL teacher education in order to further understand the nature of teacher learning in second language education environments, examining the varying motives, actions and mediating tools that shaped how a cohort of pre-service teachers learnt to teach EFL in Chile. Framed by a cultural historical activity theory (CHAT) perspective, chapters use key qualitative research to determine how specific factors can help and hinder the effective preparation of teachers, illuminating contradictory dynamics between local and national policies, teacher education programs, and pre-service views and classroom realities. The book makes an important contribution to the growing debate surrounding the design of EFL teacher education policy, curriculum and learning strategies, emphasising the importance of engaging pre-service teachers in learning to teach EFL, and the interrelated factors that shape this learning. English Language Teacher Education in Chile will be of key interest to academics, researchers and postgraduate students in the fields of teacher education, curriculum studies, and English language teaching (ESL/EFL), as well as policy makers, TESOL organisations, and those interested in applying a CHAT perspective to language teaching and learning.
Author: MaryAnn Christison
Publisher: Routledge
ISBN: 1135098573
Category : Foreign Language Study
Languages : en
Pages : 218
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Book Description
What English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes). Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula—linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning. Features • Situated in current research in the field of English language teaching and other disciplines that inform it • Sample data, including classroom vignettes • Three kinds of activities/tasks: Reflect, Explore, and Expand
Author: David Nunan
Publisher: Routledge
ISBN: 1134675666
Category : Education
Languages : en
Pages : 319
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Book Description
This volume presents case studies of language learning beyond the classroom. The studies draw on a wide range of contexts, from North and South America to Europe and the Asia-Pacific region. Each provides principled links between theory, research and practice. While out-of-class learning will not replace the classroom, ultimately all successful learners take control of their own learning. This book shows how teachers can help learners bridge the gap between formal instruction and autonomous language learning. Although English is the primary focus of most chapters, there are studies on a range of other languages including Spanish and Japanese.
Author: James P. Lantolf
Publisher: Routledge
ISBN: 1136703012
Category : Foreign Language Study
Languages : en
Pages : 182
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Book Description
Explicating clearly and concisely the full implication of a praxis-oriented language pedagogy, this book argues for an approach to language teaching grounded in a significant scientific theory of human learning—a stance that rejects the consumer approach to theory and the dichotomy between theory and practice that dominates SLA and language teaching. This approach is based on Vygotsky’s sociocultural theory, according to which the two activities are inherently connected so that each is necessarily rooted in the other; practice is the research laboratory where the theory is tested. From the perspective of language education, this is what is meant by the ‘pedagogical imperative.’ Sociocultural Theory and the Pedagogical Imperative in L2 Education • Elaborates a new approach to dealing with the relationship between theory and practice—an approach grounded in praxis—the dialectical unity of theory and practice • Presents an analysis of empirical research illustrating praxis-based principles in real language classrooms • Brings together cognitive linguistics and sociocultural theory ─ the former provides the theoretical knowledge of language required of praxis and the latter furnishes the theoretical principles of learning and development also called for in a praxis approach • Offers recommendations for redesigning teacher education programs Its timely focus on the theory-practice gap in language education and its original approach to bridging it put this book at the cutting edge of thinking about Vygotskian sociocultural theory in applied linguistics and SLA.
Author: Dilin Liu
Publisher: Routledge
ISBN: 1136199330
Category : Education
Languages : en
Pages : 271
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Book Description
Language description plays an important role in language learning/teaching because it often determines what specific language forms, features, and usages are taught and how. A good understanding of language description is vital for language teachers and material writers and should constitute an important part of their knowledge. This book provides a balanced treatment of both theory and practice. It focuses on some of the most important and challenging grammar and vocabulary usage questions. Using these questions as examples, it shows how theory can inform practice and how grammar and vocabulary description and explanation can be made more effective and engaging. Part I describes and evaluates the key linguistic theories on language description and teaching. Part II discusses and gives specific examples of how challenging grammar and vocabulary issues can be more effectively described and explained; each chapter focuses on one or more specific grammar and vocabulary. An annotated list of useful free online resources (online corpora and websites) for grammar and vocabulary learning and teaching, and a glossary provide helpful information.
Author: Adam Brown
Publisher: Routledge
ISBN: 1317935691
Category : Foreign Language Study
Languages : en
Pages : 325
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Book Description
This engaging, succinct text is an introduction to both phonetics and phonology as applied to the teaching of pronunciation to English language learners. Section 1 selectively covers the main areas of phonetics and phonology, without going into any area in more depth than the average English language teacher requires or that the average English language teacher trainee can handle. Section 2 focuses on practical issues related to learners and how they learn languages, and what represents good practice in terms of classroom activities for pronunciation—including aspects such as targets, motivation and priorities. The chapters end with activities to help the reader understand concepts. Section 3 provides innovative sample activities which put into practice the theoretical points covered in the first two sections, answers to the various exercises, recommended further reading (both print and non-print), a glossary of technical phonetic terms, and a bibliography of works on pronunciation teaching. The text is accompanied by a Companion Website with audio recordings of model pronunciations and audio material relating to the activities.
Author: Lubna Alsagoff
Publisher: Routledge
ISBN: 113674116X
Category : Education
Languages : en
Pages : 380
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Book Description
What general principles should inform a socioculturally sensitive pedagogy for teaching English as an International Language and what practices would be consistent with these principles? This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of socially sensitive pedagogy in contexts outside inner circle English-speaking countries. It provides comprehensive coverage of topics traditionally included in second language methodology courses (such as the teaching of oral skills and grammar), as well as newer fields (such as corpora in language teaching and multimodality); features balanced treatment of theory and practice; and encourages teachers to apply the pedagogical practices to their own classrooms and to reflect on the effects of such practices. Designed for pre-service and in-service teachers of English around the world, Principles and Practices for Teaching English as an International Language fills a critical need in the field.
