Practice in TESOL:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Edinburgh
Edinburgh University Press
2015
|
| Schriftenreihe: | Edinburgh textbooks in TESOL
|
| Schlagworte: | |
| Online-Zugang: | Klappentext Inhaltsverzeichnis |
| Beschreibung: | XIV, 210 Seiten Diagramme |
| ISBN: | 9780748645527 9780748645534 9780748645541 9780748696420 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | EDINBURGH TEXTBOOKS IN TESOL
Series Editors: Joan Cutting and Fiona Farr
This series of advanced textbooks in TESOL comprises individual volumes
addressing an identifiable subfield within TESOL in more depth than would be
found in an introductory textbook to the area as a whole. Each volume is
designed for use alongside module-length topics on TESOL programmes and
emphasises intercultural awareness and the practical applications of theory.
Building on existing practice-based TESOL experience, knowledge and
research, Practice in TESOL covers a range of topics that will comprehensively
inform and enhance preparation for classroom practice.The book adopts three
underlying principles to offer an accessible and highly practical resource for
beginning and novice teachers:
• it is strongly evidence-based, and mediates the relevant international
research so that it becomes useful for beginner teachers
• it remains true to strong pedagogic foundations, while considering how
technology can be appropriately integrated to enhance language teaching
and learning
• it takes a broader perspective on practice to include detailed discussions
about teaching practice and feedback, reflective practice, and professional
development and research.
The book draws on the author’s own experiences and research as a teacher
and educator and incorporates international case studies and examples. It
includes guided tasks and activities that can be carried out in-class, as well as
independently outside the classroom. Practice in TESOL is an invaluable practical
resource for TESOL student teachers and practising teachers.
CONTENTS
Useful Abbreviations viii
Series Editors5 Preface X
Acknowledgements xiii
1 Introduction: From Learner to Teacher 1
1.1 Introduction 1
1.2 You as a Teacher 2
1.3 The Structure of the Book 3
2 Thinking About Your Learners 5
2.1 Introduction 5
2.2 Learners as Individuals 6
2.3 Autonomy in Language Learning 12
2.4 Language Proficiency Levels 19
2.5 Further Reading One 22
2.6 Further Reading Two 23
2.7 Summary 23
2.8 Additional Readings 24
3 Thinking About Your Materials (by Elaine Riordan) 25
3.1 Introduction 25
3.2 Published Materials 26
3.3 Authentic Materials 29
3.4 Corpus-Based Materials 35
3.5 Further Reading One 41
3.6 Further Reading Two 43
3.7 Summary 46
3.8 Additional Readings 46
4 Observing to Learn 49
4.1 Introduction 49
4.2 Preparing to Observe 50
4.3 Doing an Observation: The Whats and Hows 53
4.4 Post-Observation: What Does it Mean for Me? 66
68
69
71
71
72
72
73
77
81
84
85
88
88
89
89
90
97
103
107
109
110
110
112
112
113
117
121
124
126
128
129
131
131
132
137
143
145
147
149
150
PRACTICE IN TESOL
4.5 Further Reading One
4.6 Further Reading Two
4.7 Summary
4.8 Additional Readings
The Lesson Plan
5.1 Introduction
5.2 Considering the Content
5.3 The Written Plan
5.4 Principled Deviation
5.5 Further Reading One
5.6 Further Reading Two
5.7 Summary
5.8 Additional Readings
In the Classroom (by Angela Farrell)
6.1 Introduction
6.2 Teacher Identity and Teaching Approach
6.3 Classroom Environment and Relationships
6.4 Target Language Use and Communication Practices
6.5 Further Reading One
6.6 Further Reading Two
6.7 Summary
6.8 Additional Readings
Teaching Practice Feedback
7.1 Introduction
7.2 Preparing for Feedback
7.3 The Discourse of Teaching Practice Feedback:
What Can I Expect?
7.4 The Teacher s Responsibility as Collaborator
7.5 Further Reading One
7.6 Further Reading Two
7.7 Summary
7.8 Additional Readings
Reflective Practice and Continuing Professional Development
8.1 Introduction
8.2 The Dimensions of Reflective Practice
8.3 The Role of Cooperation
8.4 The Professional Development Portfolio
8.5 Further Reading One
8.6 Further Reading Two
8.7 Summary
8.8 Additional Readings
CONTENTS
vii
9 Teacher Research Engagement 151
9.1 Introduction 151
9.2 Being Teacher and Researcher 152
9.3 The Action Research Approach 156
9.4 The Beginning, Middle and End of Action Research 160
9.5 Further Reading One 166
9.6 Further Reading Two 169
9.7 Summary 171
9.8 Additional Readings 172
10 Conclusion 173
Appendices
1 Examples of Published Materials 177
2 Examples of Online Materials 180
3 Examples of Corpus-Informed Materials 182
4 Examples of Online Corpora and Concordances 183
5A Review of Key Terms and Concepts 184
5B Glossary 185
6 Teacher Dress and Behaviour 186
7 Teacher Strategies 187
8 Pedagogic Options/Responses to Different Types of Discipline
Problems 188
References 189
Index 205
|
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