Táto séria poskytuje zásadné texty z oblasti výučby angličtiny ako druhého jazyka a aplikovanej lingvistiky. Obsahuje autorské a editorované publikácie určené ako primárne alebo doplnkové učebnice pre pokročilé kurzy a učiteľské školenia. S cieľom rozšíriť odborné kvalifikácie a vedomosti študentov a učiteľov sa séria zameriava na súčasný výskum v aplikovanej lingvistike a výučbe druhého jazyka. Skúma aktuálne výskumné poznatky, materiály, návrh kurikula, a socio-kultúrne perspektívy v učení a vyučovaní jazykov.
A Practical Guide for English Language Teachers
Focusing on the teaching of pronunciation to English language learners, this text provides a clear and concise introduction to the principles of phonetics and phonology. It aims to equip educators with essential knowledge and practical strategies to enhance their students' pronunciation skills, making it a valuable resource for those involved in language instruction.
A guide to going through an action research process. It addresses: action research and how it differs from other forms of research; the steps involved in developing an action research project; ways of developing a research focus; methods of data collection; approaches to data analysis; and, making sense of action research for classroom action.
Frameworks for Focused Interventions
The book presents a novel concept of motivation known as Directed Motivational Currents (DMCs), expanding on Dörnyei's foundational research in learner motivation. It clearly defines DMCs, distinguishing them from other motivational constructs, and explores their connection to language learning. With an engaging writing style, the text includes numerous illustrations and practical strategies, encouraging readers to rethink their understanding of motivation and fostering sustained learning experiences.
Focusing on classroom research, this resource equips teachers with tools and information to critically assess their teaching practices. It begins with a general introduction to key research purposes and types relevant to educational settings, guiding educators in enhancing their effectiveness. The book serves as a practical guide for self-reflection and improvement within the classroom environment.
Spotlighting the challenges and realities faced by linguistically diverse immigrant and resident students in U.S. secondary schools and in their transitions from high school to community colleges and universities, this book looks at programs, interventions, and other factors that help or hinder them as they make this move. Chapters from teachers and scholars working in a variety of contexts build rich understandings of how high school literacy contexts, policies such as the proposed DREAM Act and the Common Core State Standards, bridge programs like Upward Bound, and curricula redesign in first-year college composition courses designed to recognize increasing linguistic diversity of student populations, affect the success of this growing population of students as they move from high school into higher education.
Research-Based Principles and Practices
The book presents a data-driven, evidence-based perspective on reflective practice in English language teaching, integrating theory, research, and practical application. It illustrates the concept of reflective practice across various contexts, emphasizing its role as a continuous tool for professional self-development in teaching. Through accessible explanations, it guides educators on how to effectively implement reflective practices in their own teaching environments.
Changing From Fish to Dragon
The book examines the complex landscape of Chinese ESL teachers' professional development, highlighting their efforts to harmonize collaborative and competitive strategies. It explores the integration of situational and standards-based programs, as well as the balance between ethnically responsive methods and government mandates. Additionally, it contrasts traditional teaching practices with modern, 21st-century educational visions, providing insight into the evolving dynamics of language education in China.
Presents a range of views about language, learning, and teaching in English for Specific Purposes (ESP). This book aims to go beyond individual cases and practices to examine the approaches and ideas on which they are based.
"The book is designed as a text for courses that prepare teachers to work with post-secondary EAP students, and as a professional resource for teachers of students in EAP courses."--Jacket
This book describes the challenges ESL students in U.S. postsecondary institutions face when studying in a second language, and offers suggestions for how teachers, advisors, tutors, and institutions might provide support that meets their needs.
Portraits of EFL Teachers as Legitimate Speakers
The book delves into the complexities EFL teachers encounter in establishing their legitimacy as language educators and English speakers. It intertwines descriptive analysis with theoretical insights, linking the teachers' specific challenges and practices to wider TESOL issues on a global scale. Through this exploration, it highlights the nuanced dynamics of identity and authority within the teaching profession.
Combining research/theory with practice, this describes the steps involved in the language curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them.
This volume provides language teachers, software designers, and researchers with essential insights into the integration of technology in second or foreign language education. It fosters critical reading of existing literature, enabling a comprehensive understanding of the field. Through detailed descriptions, analyses, examples, and discussions, the book constructs a nuanced picture of modern CALL, broadly defined to encompass technology-enhanced language learning, Web-enhanced language learning, and information and communication technologies. Notably, it addresses a variety of languages beyond just English. The authors introduce key areas of interest and growth in CALL before delving into seven significant dimensions: design, evaluation, computer-mediated communication, theory, research, practice, and technology. Each chapter reviews recent literature, identifies themes, and presents illustrative projects, followed by in-depth analyses and conclusions with suggestions for future work. Comprehensive references and links facilitate further exploration of topics of personal interest. The concluding chapters synthesize the various dimensions, first from a practical perspective and then considering the overall development of CALL.
