Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession (Educational Linguistics)
Added by: Maria | Karma: 3098.81 | Only for teachers, Linguistics | 6 October 2008
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Non-native language teachers have often been viewed as an unavoidable fate of the profession, rather than an asset worth exploring and investigating. Now that non-natives are increasingly found teaching languages, and particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever.
As a result, there has recently been a surge of interest in the role of non-native teachers but little empirical research has been published so far. This volume is particularly rich in providing different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It also contributes little explored perspectives, like classroom discourse analysis, or a social-psychological framework to discuss conceptions of NNS teachers.
Language In The Schools: Integrating Linguistic Knowledge Into K-12 Teaching
Added by: Maria | Karma: 3098.81 | Only for teachers, Linguistics | 6 October 2008
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Language in the Schools: Integrating Linguistics Knowledge into K-12 Teaching addresses two important questions:
*What aspects of linguistic knowledge are most useful for teachers to know?
*What kinds of activities and projects are most effective in introducing those aspects of linguistic knowledge to K-12 students?
The volume focuses on how basic linguistic knowledge can inform teachers' approaches to language issues in the multicultural, linguistically diverse classroom. The text also includes examples of practical applications of language awareness to pedagogy, assessment, and curriculum construction, which support the current goals of language arts, bilingual, and ESL education.
Language in the Schools: Integrating Linguistics Knowledge into K-12 Teaching contributes to the resources on linguistics and education by taking prospective teachers beyond basic linguistics to ways in which linguistics can productively inform their teaching and raise their students' awareness of language.
It is intended as a text for students in teacher education programs who have a basic knowledge of linguistics.
This resource text is designed primarily as a textbook for a preservice TESL/TEFL methods course, but is also useful as a reference and guide for practicing teachers. Forty specialists contribute theoretical background and practical applications for deciding which methods, materials and resources to use in the ESL/EFL classroom. This third edition: revisions of 16 chapters, complete rewritten ten chapters, ten new chapters (communicative language teaching; syllabus design; developing children's listening and speaking skills;
Product Description: Teachers are increasingly expected to take responsibility for children's moral development, particularly in the primary years, but how best to approach the issues? In Drama, Narrative and Moral Education,the author explores a classroom approach which uses both drama and narrative to explore moral issues. Providing a number of case studies, the author clearly shows how practitioners can use this approach in the primary classroom.
The term Content-and-Language-Integrated-Learning (CLIL) refers to educational settings where a language other than the students’ mother tongue is used as medium of instruction. While in principle, of course, any second or foreign language can become the object of CLIL, in this study, as well as in educational reality, English is the language which dominates the scene, be it as a foreign language in Europe and many parts of Asia, or as a second language in North America but also parts of Africa and Asia.
