This is a book about distance language learning. It aims to provide an overview of the field and takes a learner-centred approach to examining key issues within distance language contexts. The book has been written at a time of rapid change: opportunities for distance language learning are expanding around the world, and are attracting the attention of the public, policy makers and new providers. Language learners and language teachers have sensed the convenience and potential of the new learning environments in terms of improved access to and delivery of language learning experiences.
Today’s language arts classrooms increasingly include students for whom English is a second language. Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills.
The book focuses on a number of important dimensions of teaching, including teachers' and learners' beliefs, teacher decision making, and teachers' and learners' roles.
Input for Instructed L2 Learners: The Relevance of Relevance
Input for Instructed L2 Learners makes a significant attempt to apply relevance theory (RT), a general theory of human cognition and communication, to verbal input for instructed foreign language learners. As such it is an excellent contribution to the literature on L2 classroom discourse. The book consists of a preface, six chapters, an author and a subject index.
