Teaching English in the primary school:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Stuttgart
Klett Lerntraining
2017
|
| Ausgabe: | 3. Auflage |
| Schriftenreihe: | Uni-Wissen : Anglistik, Amerikanistik
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Literaturangaben Auf dem Umschlag: optimize your exam preparation |
| Beschreibung: | 168 Seiten Illustrationen 21 cm, 281 g |
| ISBN: | 9783129390238 |
Internformat
MARC
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| 245 | 1 | 0 | |a Teaching English in the primary school |c Michael K. Legutke ; Andreas Müller-Hartmann ; Marita Schocker-v. Ditfurth |
| 250 | |a 3. Auflage | ||
| 264 | 1 | |a Stuttgart |b Klett Lerntraining |c 2017 | |
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Datensatz im Suchindex
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|---|---|
| adam_text | Introduction___________________________________________________________________ 8 1 Why have we written this book and who have we written it for______________ 2 What is our experience with primary EFL?_________________________________ 3 How have we structured our book?_______________________________________ 4 Some words of thank you________________________________________________ 10 10 Starting early: A European development____________________________________ 12 1 2 The classroom as a focus of interest_______________________________________ Starting early: A European trend_____________________________ _____________ 3 Starting early: Reasons why______________________________________________ 4 Purposes and principles for teaching primary EFL__________________________ 5 Implementation of primary EFL: Issues and challenges______________________ 12 13 14 17 18 2 How foreign languages are learned and how this may inform teaching___________ 22 1 1 On the difficulty of researching language learning---------------------------------------1 Coping with a complex process-----------------------------------------------------------2 Different types of research------------------------------------------------------------------3 On the relative value of research----------------------------------------------------------4 The research we refer to------------------------------------------------------------------------2 Tuning in: Making you aware of the complexity of classroom language learning 3 What empirical studies in primary classrooms tell us about language learning — 1 A summary of
findings-----------------------------------------------------------------------2 Primary LAQ studies----------------------------------------------------------------------------3 Current practice and insights into language learning-------------------------------4 Different approaches to researching language learning: From behaviorism to psycho-linguistic LAQ studies to classroom research------1 Focus on LÍ - L2 interferences: Language learning as habit formation (Lado 1964)_______________________________________ 2 Focus on interlanguage: Language learning as mental construction 8 9 22 22 22 23 23 24 25 25 27 28 28 28 of internal grammars (Selinker 1972, Corder 1981)__________ :---------------- 29 3 Focus on individual language acquisition processes: Psycho-linguistic research (Ellis 2003)___________________________________ 4 Focus on the social context: Language development as social development 29 (Vygotsky 1978, Long 1985, Swain 1985)_______________________________ 29 5 The issues__________________________ ____________________________________ 1 Research needs to be classroom-based and focus on the needs and understanding of teachers and learners _----------------------------------------------2 The quality and quantity of exposure matters: On the central role of the teacher to support learning------------------------------ 30 30 31
3 Task-based language learning (TBLL) --------- 32 1 Principles of TBLL---------------------------------------------------------------------------------32 2 Characteristics of tasks------ ----------------------------------------------------------------- 33 3 Designing Tasks —.---------------------------------------------------------------------------------- 34 1 Alternative: Dimensions of using tasks in the classroom - an example------34 2 Nunan’s framework for choosing tasks---------------------------------------------34 3 Task types---------36 4 Working with tasks ------ —----- ------------------------------------------------------------ 38 1 From task-as-a-workplan to tasks-in-action---------------------------------------38 2 Sequencing tasks--------------------------------------------------------------------------- 38 3 Task demands and task support------------------------------------------------------40 5 Beginning research on using tasks in the classroom------------------------------------ 42 4 5 Managing classroom processes------------------------------------------------------------------- 44 1 2 3 4 5 44 44 46 49 50 Skills development______________________________________________________ 51 1 2 3 51 51 52 4 5 6 Introduction________________________________________________________ General principles for developing language----------------------------------------------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__________________ 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_________________________ Perspectives on reading and writing _____________________________________ Teaching the sub-skills: Words andgrammar_________________________________ 1 2 3 4 5 4 Introduction------------------------------------------------------------------------------------Focus on the teacher-student rapport-----------------------------------------------------The teacher as mediator ---------------------------------------------------------------------The teacher’s language as model ----------------------------------------------------------Challenges and perspectives------------------------------------------------------------------ 52 53 56 56 57 58 61 62 Discourse and the lexical approach _______ 62 Selecting and storing words________ 63 Challenges when learning words __________________________________________65 1 Providing ample practice opportunities for pronunciation_______________ 66 2 Developing the meaning of words_______ __________________________ 66 Teaching vocabulary______________________ ________________________ 68 Creating grammatical awareness___________ 69
7 Working with texts: Focus on short narrative forms 72 1 2 Topics and text types ___________ ■ _____________________________ 72 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 9 Teaching Culture: Promoting Intercultural Communicative Competence (ICC)____ 84 1 ICC: The main goal of language learning------------------------------------------------2 Teaching culture in the primary classroom: A short history-------------------------3 Teaching ICC: A model-----------------------------------------------------------------------4 Issues when teaching ICC--------------------------------------------------------------------1 Working with course
books-------------------------------------------------------------2 Working in projects in- and outside the classroom--------------------------------- 84 85 87 90 90 91 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 EFL----------------------------101 2 Quality, choice and training---- ----102 3
Issues and limitations —----------------------------------------------------------------------103 6 Issues and directions------- --------—------------------------------------------------------ 103 5
10 11 Cross-curricular teaching 105 1 2 Introduction: Clarifying terminology -—-------------------------------------------------------Purpose and principles of cross-curricular teaching----------------------------------------- 3 Features of good practice------------------------------------------------------------------------------- 105 106 109 Evaluating course books-------------------------------------------------------------------------------------- 113 1 2 3 113 114 114 115 118 Introduction: Why use course books?-----------------------------------------------------------Defining course materials —.—֊_-------------------------------------------------------------------Criteria for good course books _--------------------------------------------------------------------1 The quality of activities --------------------------------------------------------------------------2 The quality of the language---------------------------------------------------------------------3 The quality of the teacher’s guide -----------------------------------------------------------Five basic questions to ask when deciding which course book to choose----------- 120 121 12 Assessing and fostering learner development-------------------------------------------------------- 122 4 1 2 123 123 123 124 125 126 126 127 127 129 Language teaching and learning as a continuum__________________________________ 131 1 131 131 131 132 132 132 133 133 134 134 135 135 3 4 13 122 Classroom assessment: Towards a definition--------------------------------------------------Teacher assessment
---------------------------------------------------------------------------------------1 Types of teacher assessment---------------------------------------------------------------------2 Quality standards------------------------------------------------------------------------------------3 Assessment tasks ------------------------------------------------------------------------------------4 Data gathering, documentation and feedback-------------------------------------------Peer and self-assessment_____________________________________________________ 1 The concept of self-assessment and the portfolio initiative------------------------2 Features of a junior portfolio____________________________________________ 3 Reasons for using a junior portfolio and challenges for self-assessment------Challenges and future directions_____________________________________________ 2 Interface between the primary and the secondary school: Transition or gap?___ 1 Gains vs. losses_____________________________________________ ___________ 2 Innovations vs. established routines____________________________ ______ __ 3 Expectations vs. reality ______________________________ ___________ _______ 4 Generalists vs. language specialists ֊---- ------------------------------------------------------5 Relative homogeneity vs. mixed ability -- --------------------------------------------------6 Standards vs. native speaker norms_______________________________________ 7 Self-assessment vs. teacher assessment______ ____________________________ Chances, strategies and perspectives__
_______________________________________ 1 The state/national level________________________________________________ 2 The regional and local level__!____________________________________________ 3 The individual level______________________________________________________
14 Focus on an early start: English in kindergarten and pre-school The importance of pre-school education: Literacy development and multilingualism_______________________________ 2 Very young children learning English: Two instructional models_____________ 1 The course model: Mini English lessons______________________________ 2 The pre-school immersion model____________________________________ 3 Issues________________________________________ 1 Access----- :-----------------------------------------------------------------------------------2 Continuity_______________________________________________________ 3 Curricula, methods and materials ___________________________________ 4 Teacher education_________________________________________________ 4 Chances and perspectives---------------------------------------------------------------------- 137 1 15 Bibliography and resources_______________________________________________ 137 138 138 139 140 141 141 142 142 142 144 1 Bibliography-------------------------------------------------------------------------------------2 Texts and Resources---------------------------------------------------------------------------1 Standards and curricular guidelines---------------------------------------------------2 Course books classroom materials------------------------------------------------3 Fairy tales picture books ------------------------------------------------------------4 Debate on early start - daily newspapers and magazines------------------------5 Early start immersion-----------------------------------------------------------------6
Professional journals ---------------------------------------------------------------------7 Websites for teachers----------------------------------------------------------------------- 144 159 159 160 161 161 161 162 162 Index_____________________________________________________________________ 163 7
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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. Ditfurth 3. Auflage Stuttgart Klett Lerntraining 2017 168 Seiten Illustrationen 21 cm, 281 g txt rdacontent n rdamedia nc rdacarrier Uni-Wissen : Anglistik, Amerikanistik Literaturangaben Auf dem Umschlag: optimize your exam preparation Grundschule (DE-588)4022349-8 gnd rswk-swf Englischunterricht (DE-588)4014801-4 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 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030819136&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Legutke, Michael 1944- Müller-Hartmann, Andreas Schocker- von Ditfurth, Marita 1953- Teaching English in the primary school Grundschule (DE-588)4022349-8 gnd Englischunterricht (DE-588)4014801-4 gnd |
| subject_GND | (DE-588)4022349-8 (DE-588)4014801-4 (DE-588)4123623-3 |
| 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. Ditfurth |
| title_fullStr | Teaching English in the primary school Michael K. Legutke ; Andreas Müller-Hartmann ; Marita Schocker-v. Ditfurth |
| title_full_unstemmed | Teaching English in the primary school Michael K. Legutke ; Andreas Müller-Hartmann ; Marita Schocker-v. Ditfurth |
| title_short | Teaching English in the primary school |
| title_sort | teaching english in the primary school |
| topic | Grundschule (DE-588)4022349-8 gnd Englischunterricht (DE-588)4014801-4 gnd |
| topic_facet | Grundschule Englischunterricht Lehrbuch |
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