If the future of any society can be pinpointed, it is with the teachers who help form the citizens of tomorrow. Sometimes their impact is equal to the parents and sometimes surpasses it by not a small measure. This book tackles teaching strategies, innovations and problem solving as the focal points in teaching.
Edited by: Maria - 25 July 2009
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The theme of this collection is a discussion of the notions of 'norms' and 'standards', which are studied from various different angles, but always in relation to the English language. These terms are to be understood in a very wide sense, allowing discussions of topics such as the norms we orient to in social interaction, the benchmark employed in teaching, or the development of English dialects and varieties over time and space and their relation to the standard language.
This book is intended to be a core text for primary school teachers in training, induction and beyond. It is primarily aimed at those who are not science specialists, providing them with an accessible and useful tool to enable them to gain confidence in their ability to teach science successfully. It can also be used by those with a more secure scientific background, to help them develop their science teaching across the breadth of the primary curriculum.
English Teaching Professional is the leading bi-monthly magazine for English language teachers and ELT professionals around the world.
Each issue is packed with a wide range of feature articles covering practical techniques for teaching, written by leading authors, experts and professionals. In each issue, we also provide reviews of the latest books and products, competitions, practical tips, and advice on personal and professional development.
language Teaching demonstrates the relevance of an integrational linguistic perspective to a practical, real-world need, namely the learning of languages. Integrational linguistics’ shunning of both realist and structuralist theories of language, its commitment to an unwavering attention to the perspective of the language user, and its adherence to a semiology in which signs are the situated products of interactants interpretive behaviour, mean that it radically reconceptualizes language learning and language teaching.
