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Author: Phyllis Wachob
Publisher: Cambridge Scholars Publishing
ISBN: 1443815780
Category : Foreign Language Study
Languages : en
Pages : 299
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Book Description
“Critical pedagogy is not a set of ideas, but a way of ‘doing’ learning and teaching” (Canagarajah, 2005). This definition puts CP squarely in the classroom and leads us to view how teachers interact with students and how students treat one another, while negotiating institutional and societal expectations. The chapters in the book use a variety of methods to address questions of power within educational institutions, from classrooms to the ministries of education. All the contributors are, or have been, teachers in the Middle East, from Egypt to Iran. Their nationalities range from Egyptian, to American, Canadian, British, Tunisian and Iranian. Ten of the contributors are women. All have conducted research and/or invited participation from among students and fellow teachers to explore issues of Critical Pedagogy from various perspectives. The question of physical space relates to power but is also related to linguistic space; student choice is not only related to linguistic space but also to motivation and thus empowerment. Changing teachers’ beliefs leads to empowerment for teachers, but also empowerment for students. Educational policy that recognizes social and personal identity reflects back to personal motivation. These studies meet and mesh, complement and sometimes take different viewpoints. However, all the studies embrace the concept that we must respect and nurture the human in our students, that we as teachers are the front line as enablers of our students’ empowerment. If we do not provide the space, and honor their dignity, our students cannot claim and embrace their power. Canagarajah, S. (2005). Critical Pedagogy in L2 Learning and Teaching. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 931-949). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Author: Phyllis Wachob
Publisher: Cambridge Scholars Publishing
ISBN: 1443815780
Category : Foreign Language Study
Languages : en
Pages : 299
Get Book Here
Book Description
“Critical pedagogy is not a set of ideas, but a way of ‘doing’ learning and teaching” (Canagarajah, 2005). This definition puts CP squarely in the classroom and leads us to view how teachers interact with students and how students treat one another, while negotiating institutional and societal expectations. The chapters in the book use a variety of methods to address questions of power within educational institutions, from classrooms to the ministries of education. All the contributors are, or have been, teachers in the Middle East, from Egypt to Iran. Their nationalities range from Egyptian, to American, Canadian, British, Tunisian and Iranian. Ten of the contributors are women. All have conducted research and/or invited participation from among students and fellow teachers to explore issues of Critical Pedagogy from various perspectives. The question of physical space relates to power but is also related to linguistic space; student choice is not only related to linguistic space but also to motivation and thus empowerment. Changing teachers’ beliefs leads to empowerment for teachers, but also empowerment for students. Educational policy that recognizes social and personal identity reflects back to personal motivation. These studies meet and mesh, complement and sometimes take different viewpoints. However, all the studies embrace the concept that we must respect and nurture the human in our students, that we as teachers are the front line as enablers of our students’ empowerment. If we do not provide the space, and honor their dignity, our students cannot claim and embrace their power. Canagarajah, S. (2005). Critical Pedagogy in L2 Learning and Teaching. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 931-949). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Author: Guy Claxton
Publisher: Crown House Publishing Ltd
ISBN: 1785833103
Category : Education
Languages : en
Pages : 281
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Book Description
In The Learning Power Approach: Teaching learners to teach themselves Guy Claxton sets out the design principles of a pedagogical formula that aims to strengthen students' learning muscles and develop their independence, initiative, determination, and love of learning. Foreword by Carol S. Dweck. Learning is learnable! Educators can explicitly teach not just content, knowledge, and skills, but also the positive habits of mind that will better prepare students to flourish both in school and in later life. And as 'traditionalists' fight for rigour and knowledge, and 'progressives' defend the increasing focus on character and well-being, Guy Claxton's Learning Power Approach (LPA) brings resolution to this phoney and unnecessary war by offering teachers a win-win pedagogical formula that delivers good academic results while simultaneously turbocharging students' independence, initiative, and love of learning. In this groundbreaking book Guy distils fifteen years' experience with his influential Building Learning Power method to provide a set of design principles for strengthening students' learning muscles, and together with a wealth of practical strategies and the supporting evidence that underpins them details the small tweaks to daily practice that will help teachers attend more closely to the ways in which they can shape their students' learning dispositions and attitudes. Complemented by engaging and informative classroom examples of the LPA in action and drawing from research into the fields of mindset, metacognition, grit, and collaborative learning The Learning Power Approach describes in detail the suite of beliefs, values, attitudes, and habits of mind that go in to making up learning power, and offers a thorough explanation of what its intentions and guiding principles are. Furthermore, in order to help those who are just setting out on their LPA journey, Guy presents teachers with an attractive menu of customisable strategies and activities to choose from as they begin to embed the LPA principles into their own classroom culture, and also includes at the end of each chapter a Wondering section that serves to prompt reflection, conversation, and action among teachers. Suitable for teachers and leaders in all educational settings, The Learning Power Approach carefully lays the groundwork for a series of books to follow that are specifically tailored to primary teaching, secondary teaching, and school leadership.
Author: John Hattie
Publisher: Routledge
ISBN: 0429938861
Category : Education
Languages : en
Pages : 239
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Book Description
Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Author: Werner Delanoy
Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
ISBN: 9783631647103
Category : English language
Languages : en
Pages : 0
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Book Description
This comprehensive introduction to literature learning in EFL contexts pays attention to both theoretical and practical concerns. It focuses on a wide range of literary genres, different age and ability groups, and gives suggestions for the future of the field. Its readership comprises language teachers, university students and academics.
Author: Michael Rabbidge
Publisher: Routledge
ISBN: 0429799705
Category : Education
Languages : en
Pages : 224
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Book Description
The purpose of this book is to promote the value of translanguaging in EFL teaching contexts. To date, translanguaging has been discussed mostly in regards to US and European contexts. This book will examine the teaching beliefs and practices of teachers within a South Korean elementary school context to evaluate the practices of current teachers who use translanguaging strategies when teaching. This examination utilizes sociological theories of pedagogic discourse to discuss the consequences of language exclusion policies on the peninsula. Using these theories, it presents an argument for why EFL contexts like South Korea need to reevaluate their current policies and understandings of language learning and teaching. By embracing translanguaging as an approach, the author argues, they will transform their traditional notions of language learning and teaching in order to view teachers as bilinguals, and learners as emerging bilinguals, rather than use terms of deficiency that have traditionally been in place for such contexts. This book's unique use of sociological theories of pedagogic discourse supports a need to promote the translanguaging ideology of language teaching and learning.
Author: Stephen D. Krashen
Publisher: Bloomsbury Publishing USA
ISBN: 0313053359
Category : Language Arts & Disciplines
Languages : en
Pages : 214
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Book Description
Continuing the case for free voluntary reading set out in the book's 1993 first edition, this new, updated, and much-looked-for second edition explores new research done on the topic in the last ten years as well as looking anew at some of the original research reviewed. Krashen also explores research surrounding the role of school and public libraries and the research indicating the necessity of a print-rich environment that provides light reading (comics, teen romances, magazines) as well as the best in literature to assist in educating children to read with understanding and in second language acquisition. He looks at the research surrounding reading incentive/rewards programs and specifically at the research on AR (Accelerated Reader) and other electronic reading products.
Author: John R. Hollingsworth
Publisher: Corwin Press
ISBN: 1412955734
Category : Education
Languages : en
Pages : 561
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Book Description
A proven method for better teaching, better learning, and better test scores! This teacher-friendly book presents a step-by-step approach for implementing the Explicit Direct Instruction (EDI) approach in diverse classrooms. Based on educational theory, brain research, and data analysis, EDI helps teachers deliver effective lessons that can significantly improve achievement all grade levels. The authors discuss characteristics of EDI, such as checking for understanding, lesson objectives, activating prior knowledge, concept and skills development, and guided practice, and provide: Clearly defined lesson design components Detailed sample lessons Easy-to-follow lesson delivery strategies Scenarios that illustrate what EDI techniques look like in the classroom
Author: Foteini-Vassiliki Kuloheri
Publisher: Springer
ISBN: 1137521937
Category : Language Arts & Disciplines
Languages : en
Pages : 319
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Book Description
This book sheds new light on classroom indiscipline by listening to the voices of both the teachers and the young learners of English as a Foreign Language (EFL). By focusing on data from multiple sources, chapters in this volume offer a thorough description of undisciplined learner acts, a framework for categorizing indiscipline types, an exploration of perceived causality beyond the observable behavior, and of management strategies and their evaluation by teachers and children. The author offers practical guidance on creating a disciplined EFL learning classroom atmosphere through multilateral educational aims and processes. This book is a point of reference for academics, researchers, university students, educators and teacher trainers who wish to enhance the design and implementation of reliable multi-lens qualitative case studies on the subject. With its elucidating and transformative power, it inspires further innovative research and practical initiatives for the understanding and successful management of child indiscipline in diverse EFL learning contexts.
Author: Sarah Mercer
Publisher:
ISBN: 1108445934
Category :
Languages : en
Pages : 180
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Book Description
This accessible book offers a fresh perspective on engagement, with an emphasis on how teachers can create the conditions for active engagement and the role learners can play in shaping the way they learn. Drawing on extensive theoretical knowledge, the book takes an applied approach, providing clear principles and practical strategies for teachers.
Author: Michael Rabbidge
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 267
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Book Description
This thesis presents an examination of the beliefs that non- native English speaker teachers had about using the first language (L1) and target language (TL) when teaching English, and how these beliefs influenced the social construction of the English classroom. The central idea for the thesis arose during the author's time as a teacher trainer in South Korea. During this time, it was noticed that despite government mandates supporting an English only approach to English learning, teachers were still reluctant to exclude their L1 completely. To investigate why teachers were resisting government mandates, beliefs were explored via a two-step series of intervirews which separated the development of beliefs into discrete stages to reveal the different influences acting on the formation of these beliefs. The stages were divided into initial assumptions about language use, tentative attitudes, and then firmer beliefs. Important influences that acted upon the participants included the language use of their own language teachers, when they attended training courses which espoused L1 exclusion theories, the influence of students in the classroom, as well as institutional influences. Once these beliefs were revealed, they were then linked to the classroom actions of the participants via an analysis of their classroom language use. This analysis employed a theoretical framework which had Basil Berstein's sociological theories of pedagogic discourse at its core. This framework revealed how teachers' beliefs influenced the recontextualization of teaching materials into the classroom, chamging the nature of the original social and power relations from the appropriated discourse with new, virtual-social and power relations of the classroom. It established that participants with strong beliefs about maximizing English exposure often positioned students so that they had less opportunity to assist in the co-construction of the learning environment compared to participants who valued a larger role for the L1.
