Teaching English - Research in the Language Classroom
This book, from 1990, looked at the practical benefits for teachers of classroom research. It consists of papers from practitioners from countries in Europe North America and Australasia but with detailed reference to a wider variety of global teaching contexts. Topics range from Investigating Learners' Language' to Researching Teachers: Behaviour and Belief.
Teaching English - Language Issues and Education Policies
Very different to the other ELT Document this volume focuses on the work of a single institution: the Modem Language Centre at the Ontario Institute for Studies in Education (OISE). The book, published in 1984, introduces the Canadian context and the work of the Centre, and then provides articles on a range of research. Issues featured include minority language students: immersion education; learning strategies; and observation.
Teaching English - English as an international language
English, with its wider geographical base, its 300 million native speakers, its utility as a toot of learning and its importance in science technology and commerce, is now incontestably the international language of the world. Whether it will be so a hundred years from now depends on political economic and cultural factors more than on the characteristics of the language itself: but one thing looks certain — English will not fragment as Latin did. The media will see to that.
Teaching English - English as a Second Language in the United Kingdom
This is of course as much a key topic in the UK as it was in 1985 when this book was originally published. The book aimed to cover English teaching to 8ritish residents' and addresses teaching children in the school sector: teaching adults in education and in the workplace: and teacher trainhg among others. One chapter asks Can ESL teaching be racist?
Basil Bernstein began to develop his theory of social structure and power relations during the 1950s and 1960s. Early in the 1960s he met M. A. K. Halliday and Ruqaiya Hasan, who were developing the first formulations of what would become known as systemic functional (SF) linguistic theory. A far-reaching dialogue began. Bernstein recognized the significant role that language plays in the construction of social experience and social inequality. Halliday and Hasan were actively seeking a theory of language that would explain the nature of the social.
