Teaching English in the Primary School:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Stuttgart
Klett Lerntraining
2009
|
| Ausgabe: | 1. Aufl. |
| Schriftenreihe: | Uni-Wissen Anglistik Amerikanistik
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 168 S. Ill. |
| ISBN: | 9783129395387 |
Internformat
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Datensatz im Suchindex
| _version_ | 1804138519127392256 |
|---|---|
| adam_text | Titel: Teaching English in the primary school
Autor: Legutke, Michael
Jahr: 2009
Table of Contents
Introduction 8
1 Why have we written this book and who have we written it for 8
2 What is our experience with primary EFL? 9
3 How have we structured our book? 10
4 Some words of thank you 10
1 Starting early: A European development 12
1 The classroom as a focus of interest 12
2 Starting early: A European trend 13
3 Starting early: Reasons why. . 14
4 Purposes and principles for teaching primary EFL 17
5 Implementation of primary EFL: Issues and challenges 18
2 How foreign languages are learned and how this may inform teaching 22
1 On the difficulty of researching language learning 22
1 Coping with a complex process 22
2 Different types of research 22
3 On the relative value of research 23
4 The research we refer to 23
2 Tuning in: Making you aware of the complexity of classroom language learning 24
3 What empirical studies in primary classrooms tell us about language learning _ 25
1 A summary of findings 25
2 Primary LAQ studies 27
3 Current practice and insights into language learning 28
! 4 Different approaches to researching language learning:
From behaviorism to psycho-linguistic LAQ studies to classroom research 28
1 Focus on LI - L2 interferences: Language learning
as habit formation (Lado 1964) 28
2 Focus on interlanguage: Language learning as mental construction
of internal grammars (Seunker 1972, Corder 1981) 29
3 Focus on individual language acquisition processes:
Psycho-linguistic research (Ellis 2003) 29
4 Focus on the social context: Language development as social development
(Vygotsky 1978, Long 1985, Swain 1985) 29
5 The issues 30
1 Research needs to be classroom-based and focus on the needs and
understanding of teachers and learners 30
2 The quality and quantity of exposure matters:
On the central role of the teacher to support learning 31
3
3 Task-based language learning (TBLL)
1 Principles of TBLL 32
2 Characteristics of tasks
3 Designing Tasks —
1 Alternative: Dimensions of using tasks in the classroom - an example 34
2 Nunan s framework for choosing tasks —
| 3 Task types - 36
| 4 Working with tasks
1 From task-as-a-workplan to tasks-in-action ™
2 Sequencing tasks
3 Task demands and task support
5 Beginning research on using tasks in the classroom
4 Managing classroom processes —
1 Introduction
2 Focus on the teacher-student rapport ——
3 The teacher as mediator —-
4 The teacher s language as model —— —
5 Challenges and perspectives
5 Skills development
1 Introduction —
2 General principles for developing language —
3 From listening to speaking —
1 What the curricula say and what learners can actually do
in our language-learning context — —
2 Principles for developing listening and speaking skills
4 From reading to writing
1 What the curricula say and what learners can actually can do in our
language-learning context -
2 Controversial views on reading and writing — *
3 Principles for developing reading and writing 58
5 Perspectives on reading and writing — ®
6 Teaching the sub-skills: Words and grammar ^
1 Discourse and the lexical approach
2 Selecting and storing words ®
3 Challenges when learning words 65
1 Providing ample practice opportunities for pronunciation —
2 Developing the meaning of words — 66
4 Teaching vocabulary , — ^8
5 Creating grammatical awareness , — ^
4
7 Working with texts: Focus on short narrative forms 72
1 Topics and text types 72
2 The pedagogical relevance of literary texts 72
1 The role of literary texts 72
2 Seven fundamental tenets 73
3 Literary texts in early language learning 76
1 Short narrative forms: Stories and picture books 76
2 Poetic and rhythmic texts 79
4 Selecting and analyzing literary texts 79
1 Teacher s comfort level 79
2 Appropriateness 80
3 Authenticity 80
4 Structure 81
5 Teaching and learning potential 81
6 Media: Visual and audiovisual support 82
5 Approaches to literary texts 83
8 Teaching Culture: Promoting Intercultural Communicative Competence (ICC) 84
1 ICC: The main goal of language learning 84
2 Teaching culture in the primary classroom: A short history 85
3 Teaching ICC: A model 87
4 Issues when teaching ICC 90
1 Working with course books 90
2 Working in projects in- and outside the classroom 91
9 Media in the Primary EFL classroom 94
1 Introduction _____ 94
2 Properties and functions of media: Focus on the language classroom 94
1 The classroom as simulation and stage 95
2 The classroom as detective agency 95
3 The classroom as training ground 96
4 The classroom as studio for text production 96
5 The classroom as window to the world 96
6 The classroom as workshop for learning 97
3 Multimedia and intertextuality _ 97
1 Multiple connections —_ 97
2 A fashion show — 98
3 Multi-modality and classroom discourse 99
4 Computers — — 100
5 The hand puppet _ —— 100
1 Reasons for the use of hand puppets in primary EPL 101
2 Quality, choice and training — 102
3 Issues and limitations —— — 103
6 Issues and directions 103
5
10 Cross-curricular teaching —— ¦ ¦
1 Introduction: Clarifying terminology ¦ 105
2 Purpose and principles of cross-curricular teaching , 10°
3 Features of good practice
11 Evaluating course books — ™
1 Introduction: Why use course books?
2 Defining course materials 1
3 Criteria for good course books
1 The quality of activities 115
2 The quality of the language 118
3 The quality of the teacher s guide ^
4 Five basic questions to ask when deciding which course book to choose 121
12 Assessing and fostering learner development
1 Classroom assessment: Towards a definition ^
2 Teacher assessment — ™
1 Types of teacher assessment —— ^
2 Quality standards —
3 Assessment tasks 12*
4 Data gathering, documentation and feedback ^5
3 Peer and self-assessment 12°
1 The concept of self-assessment and the portfolio initiative 12°
2 Features of a junior portfolio 127
3 Reasons for using a junior portfolio and challenges for self-assessment 12/
4 Challenges and future directions 12°
13 Language teaching and learning as a continuum 1^
1 Interface between the primary and the secondary school: Transition or gap? 131
1 Gains vs. losses . - 131
2 Innovations vs. established routines . — — 13 *
3 Expectations vs. reality — 132
4 Generalists vs. language specialists 132
5 Relative homogeneity vs. mixed ability 132
6 Standards vs. native speaker norms 133
7 Self-assessment vs. teacher assessment 133
2 Chances, strategies and perspectives — 13*
1 The state/national level 13*
2 The regional and local level - 135
3 The individual level 135
6
14 Focus on an early start: English in kindergarten and pre-school 137
1 The importance of pre-school education:
Literacy development and multilingualism 137
2 Very young children learning English: Two instructional models 138
1 The course model: Mini English lessons 138
2 The pre-school immersion model 139
3 Issues 140
1 Access 141
2 Continuity 141
3 Curricula, methods and materials 142
4 Teacher education 142
4 Chances and perspectives 142
15 Bibliography and resources 144
1 Bibliography 144
2 Texts and Resources 159
1 Standards and curricular guidelines 159
2 Course books 8c classroom materials 160
3 Fairy tales picture books 161
4 Debate on early start - daily newspapers and magazines 161
5 Early start immersion 161
6 Professional journals 162
7 Websites for teachers 162
Index 163
7
|
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| discipline | Pädagogik Anglistik / Amerikanistik |
| edition | 1. Aufl. |
| format | Book |
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| spelling | Legutke, Michael 1944- Verfasser (DE-588)110299205 aut Teaching English in the Primary School Michael K. Legutke ; Andreas Müller-Hartmann ; Marita Schocker-v. Dithfurt 1. Aufl. Stuttgart Klett Lerntraining 2009 168 S. Ill. txt rdacontent n rdamedia nc rdacarrier Uni-Wissen Anglistik Amerikanistik Englischunterricht - Grundschule - Lehrbuch Englischunterricht (DE-588)4014801-4 gnd rswk-swf Grundschule (DE-588)4022349-8 gnd rswk-swf (DE-588)4123623-3 Lehrbuch gnd-content Englischunterricht (DE-588)4014801-4 s Grundschule (DE-588)4022349-8 s DE-604 Müller-Hartmann, Andreas Verfasser (DE-588)114241139 aut Schocker- von Ditfurth, Marita 1953- Verfasser (DE-588)111949335 aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017050673&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Teaching English in the Primary School |
| title_auth | Teaching English in the Primary School |
| title_exact_search | Teaching English in the Primary School |
| title_full | Teaching English in the Primary School Michael K. Legutke ; Andreas Müller-Hartmann ; Marita Schocker-v. Dithfurt |
| title_fullStr | Teaching English in the Primary School Michael K. Legutke ; Andreas Müller-Hartmann ; Marita Schocker-v. Dithfurt |
| title_full_unstemmed | Teaching English in the Primary School Michael K. Legutke ; Andreas Müller-Hartmann ; Marita Schocker-v. Dithfurt |
| title_short | Teaching English in the Primary School |
| title_sort | teaching english in the primary school |
| topic | Englischunterricht - Grundschule - Lehrbuch Englischunterricht (DE-588)4014801-4 gnd Grundschule (DE-588)4022349-8 gnd |
| topic_facet | Englischunterricht - Grundschule - Lehrbuch Englischunterricht Grundschule Lehrbuch |
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