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Author: María del Pilar García Mayo
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501511246
Category : Language Arts & Disciplines
Languages : en
Pages : 293
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Book Description
Since the introduction of communicative language teaching, collaborative learning has played an important role in the second language (L2) classroom. Drawing from sociocultural theory, which states that human cognitive development is a socially situated activity mediated by language, studies in L2 pedagogy advocate the use of tasks that require learners to work together. Collaborative dialogue encourages language learning, and research shows that the solutions reached by students in this process are more often correct with a lasting influence on their language comprehension. This volume includes ten chapters that illustrate the benefits of collaborative dialogue in second foreign language classrooms. The volume considers key issues dealing with collaborative tasks and implications for language teaching.
Author: María del Pilar García Mayo
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501511246
Category : Language Arts & Disciplines
Languages : en
Pages : 293
Get Book Here
Book Description
Since the introduction of communicative language teaching, collaborative learning has played an important role in the second language (L2) classroom. Drawing from sociocultural theory, which states that human cognitive development is a socially situated activity mediated by language, studies in L2 pedagogy advocate the use of tasks that require learners to work together. Collaborative dialogue encourages language learning, and research shows that the solutions reached by students in this process are more often correct with a lasting influence on their language comprehension. This volume includes ten chapters that illustrate the benefits of collaborative dialogue in second foreign language classrooms. The volume considers key issues dealing with collaborative tasks and implications for language teaching.
Author: María del Pilar García Mayo
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501511319
Category : Language Arts & Disciplines
Languages : en
Pages : 288
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Book Description
Since the introduction of communicative language teaching, collaborative learning has played an important role in the second language (L2) classroom. Drawing from sociocultural theory, which states that human cognitive development is a socially situated activity mediated by language, studies in L2 pedagogy advocate the use of tasks that require learners to work together. Collaborative dialogue encourages language learning, and research shows that the solutions reached by students in this process are more often correct with a lasting influence on their language comprehension. This volume includes ten chapters that illustrate the benefits of collaborative dialogue in second foreign language classrooms. The volume considers key issues dealing with collaborative tasks and implications for language teaching.
Author: Gulbahar H. Beckett
Publisher: IAP
ISBN: 1607527162
Category : Education
Languages : en
Pages : 302
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Book Description
Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of student-centered teaching (Hedge, 1993). Since then, PBL has also become a popular language and literacy activity at various levels and in various contexts (see Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003; Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004). For example, it has been applied to teach various ESL and EFL skills around the world (e.g., Fried-Booth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching content-based second language education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (Fried-Booth, 2002), community-based language socialization (Weinstien, 2004), and critical and higher order thinking as well as problem-solving skills urged by the National Research Council (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and research-based frameworks and models based on sound theoretical guidance in general and second and foreign language education in particular (Thomas, 2000). Also missing from the second and foreign language education literature is systematic discussion of PBL work that brings together representative work, identifying obvious gaps, and guiding the field toward future directions. This, first of its kind, volume bridges these obvious gaps through the original work of international scholars from Canada, Israel, Japan, Singapore, and the US.
Author: Joan Kelly Hall
Publisher: Routledge
ISBN: 1135660743
Category : Education
Languages : en
Pages : 343
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Book Description
This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the empirical description of particular practices constructed in classroom interaction that promote the learning of a second or foreign language. The authors examine in detail the processes by which the learning of additional languages is accomplished in the interaction of a variety of classrooms and in a variety of languages. Not only will the findings from the studies reported in this volume help to lay a foundation for the development of a more expansive, sociocultural model of second and foreign language learning, but on a more practical level they will help language educators in creating a set of principles for identifying and sustaining classroom interactional practices that foster additional language development. The volume is distinguished in three ways: * Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded. * The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods. * The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research. Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.
Author: Andrea Honigsfeld
Publisher: Corwin Press
ISBN: 1544340060
Category : Education
Languages : en
Pages : 289
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Book Description
Looking for a silver bullet to accelerate EL achievement? There is none. But this, we promise: when EL specialists and general ed teachers pool their expertise, your ELs’ language development and content mastery will improve exponentially. Just ask the tens of thousands of Collaboration and Co-Teaching users and now, a new generation of educators, thanks to this all-new second edition: Collaborating for English Learners. Why this new edition? Because more than a decade of implementation has generated for Andrea Honigsfeld and Maria Dove new insight into what exemplary teacher collaboration looks like, which essential frameworks must be established, and how integrated approaches to ELD services benefit all stakeholders. Essentially a roadmap to the many different ways we can all work together, this second edition of Collaborating for English Learners features: All-new examples, case studies, illustrative video, and policy updates In-depth coverage of the full range of strategies and configurations for determining the best model to adopt Templates, planning guides, and other practical tools to put collaboration into practice Guidelines, self-assessments, and questionnaires for evaluating the strategies’ effectiveness By this time, the big benefits of teacher collaboration are well documented. Where teachers and schools struggle still is determining the best way to do so, especially when working with our ELs. That’s where Andrea Honigsfeld, Maria Dove, and their second edition of Collaborating for English Learners will prove absolutely indispensable. After all, there are no two better authorities.
Author: Lara Lomicka
Publisher:
ISBN: 9780989120845
Category :
Languages : en
Pages : 265
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Book Description
This volume offers an introduction to some Web 2.0 technologies. The primary goal of the volume is to establish where we are in terms of Web 2.0 tools for teaching and research, especially in language education. While the volume introduces many Web 2.0 tools and explores how these tools can be used in a classroom, it also offers reader an array of options in how to carry out SLA research using those tools.
Author: Neomy Storch
Publisher: Multilingual Matters
ISBN: 1847699960
Category : Language Arts & Disciplines
Languages : en
Pages : 204
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Book Description
In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.
Author: Mimi Li
Publisher: John Benjamins Publishing Company
ISBN: 9027249563
Category : Language Arts & Disciplines
Languages : en
Pages : 263
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Book Description
This book is the first edited volume to compile up-to-date scholarship that discusses frontier knowledge on second language (L2) collaborative writing (CW) and highlights technology-mediated solutions to it. The volume consists of conceptual papers and empirical studies that explore theoretical, methodological, and pedagogical approaches to CW in face-to-face, online, and hybrid learning contexts. The ten chapters of the book are divided into three sections: (1) theoretical perspectives and a methodological review of CW; (2) empirical research addressing the processes, products, and effects pertaining to CW; (3) pedagogical aspects relevant to CW, namely task design, technology use, and assessment. By examining the implementation of various CW tasks across modes, genres, and L2 learning settings, this book re-evaluates the practices of CW and illustrates how diverse forms of CW can facilitate students’ L2 learning and writing development.
Author: Miles Turnbull
Publisher: Multilingual Matters
ISBN: 1847697682
Category : Language Arts & Disciplines
Languages : en
Pages : 220
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Book Description
This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.
Author: Rebecca Adams
Publisher: Taylor & Francis
ISBN: 100087849X
Category : Language Arts & Disciplines
Languages : en
Pages : 175
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Book Description
Drawing on experiences of ESOL teachers from around the world, this book provides insights into how peer learning is understood and used in real language classrooms. Based on survey responses, interviews, and observations in a wide range of classroom settings, this book integrates research on peer interaction in second language learning from cognitive and social frameworks with original data on teacher beliefs and practices around the use of peer learning in their teaching. Readers will gain understanding, through teachers' own words, of how peer interaction is used to teach linguistic form, how learners collaborate to develop oral and written communication skills, and how technology is used with peer learning. This book also delineates the ways that current second language peer interaction research diverges from classroom practice and concludes with a classroom-centered research agenda that addresses the nexus of research and practice on second language peer interaction. The book provides a template for integrating research- and practice-based perspectives on second language learning. Language teachers, teacher educators, second language researchers, and advanced students of applied linguistics, SLA, TESOL, and language pedagogy will benefit from this volume’s perspective and unique work.
