Understanding language classroom contexts :: the starting point for change /
"Arguably the whole point of education is to effect change in what people know and are able to do. Globalization has contributed to a common perception worldwide of the need to introduce changes to the teaching and learning of languages. The success of many attempts to do so has been limited by...
Gespeichert in:
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York, N.Y. :
Bloomsbury Academic,
2013.
New York : 2013. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "Arguably the whole point of education is to effect change in what people know and are able to do. Globalization has contributed to a common perception worldwide of the need to introduce changes to the teaching and learning of languages. The success of many attempts to do so has been limited by insufficient consideration of implementation contexts. Understanding Language Classroom Contexts explores and illustrates how what happens in any (language) classroom is influenced by (and can be an influence on) the contexts in which it is situated. A clear understanding of these influences is thus the starting point for planning effective change. The book considers many visible and invisible features of the multiple layers of any context, and provides a framework for understanding the types of factors that may influence whether changes (planned by a teacher or externally initiated) are likely to be successful. The book will help teachers (and educational managers or change planners outside the classroom) to understand why their classrooms are as they are and so to make informed decisions about what can or cannot (or not easily) be changed, and suggests how any changes might be appropriately managed"--EBL |
| Beschreibung: | 1 online resource (248 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781441198372 1441198377 9781299184558 1299184553 9781441160591 1441160590 9781441102454 1441102450 9781472553287 1472553284 |
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| 100 | 1 | |a Wedell, Martin. | |
| 245 | 1 | 0 | |a Understanding language classroom contexts : |b the starting point for change / |c Martin Wedell and Angi Malderez. |
| 260 | |a New York, N.Y. : |b Bloomsbury Academic, |c 2013. | ||
| 264 | 1 | |a New York : |b Bloomsbury Academic, |c 2013. | |
| 300 | |a 1 online resource (248 pages) | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a 1. Components of contexts -- 2. Exploring culture -- 3. Language and languages in education -- 4. From cultures to methods -- 5. From methods to approaches -- 6. Teachers and learners: As part of and creators of their context -- 7. Teachers and learners: As 'products' of their context -- 8. Schools and classrooms: Physical and cultural contexts -- 9. Planning and implementing classroom change -- 10. Conclusions: On understanding language classroom contexts and the process of change. | |
| 505 | 0 | 0 | |t Introduction -- |g 1. |t Who we are and why we have written this book -- |g 2. |t Who might find this book useful? -- |g 3. |t What is in the book? -- |g 4. |t Chapter outlines -- |g 5. |t Ways to use the book -- |g 1. |t Components of contexts -- |t Introduction -- |g 1. |t Description of a context -- |g 2. |t Developing a framework for understanding context -- |g 3. |t The context of place -- |g 4. |t Time -- |g 5. |t People -- |g 6. |t Summary and task -- |g 2. |t Exploring culture -- |t Introduction -- |g 1. |t Exploring CULTURE -- |g 2. |t The historical perspective -- |g 3. |t Seeing the relevance of 'Culture' to our purpose -- |g 4. |t Classroom cultures -- |g 5. |t Summary and task -- |g 3. |t Language and languages in education -- |t Introduction -- |g 1. |t Language and learning -- |t 1.2 The Zone of Proximal Development and scaffolding -- |g 2. |t Languages in contexts -- |g 3. |t The global importance of English -- |g 4. |t The Importance of English in and to your country -- |g 5. |t Where English is taught or used in the education system -- |g 6. |t Summary and task -- |g 4. |t From cultures to methods -- |t Introduction -- |g 1. |t Why do methods change? -- |g 2. |t A brief history of methods: The Grammar Translation Method (GTM) -- |g 3. |t A brief history of methods: The Audio-Lingual method (ALM) -- |g 4. |t A brief history of methods: Humanistic methods -- |g 5. |t Summary and task -- |g 5. |t From methods to approaches -- |t Introduction -- |g 1. |t Communicative approaches -- |g 2. |t Changing perceptions of language -- |g 3. |t Language syllabuses and language exams -- |g 4. |t Communicative approaches in different contexts -- |g 5. |t Conclusion -- |g 6. |t Summary and task -- |g 6. |t Teachers and learners: As part of and creators of their context -- |t Introduction -- |g 1. |t Teachers and learners and contexts -- |g 2. |t On people creating contexts of and for learning -- |g 3. |t What people feel -- |g 4. |t Summary and task -- |g 7. |t Teachers and learners: As 'products' of their context -- |t Introduction -- |g 1. |t People as products of contexts: Factors distinguishing individual teachers -- |g 2. |t People as products of contexts: Factors distinguishing individual learners -- |g 3. |t Good language learner -- |g 4. |t Teachers as learners and learners as teachers -- |g 5. |t Summary and task -- |g 8. |t Schools and classrooms: Physical and cultural contexts -- |t Introduction -- |g 1. |t Visible features of the classroom or institutional context -- |g 2. |t Some reasons why 'large' classes exist -- |g 3. |t School/institutional culture -- |g 4. |t Cultures of organisations -- |g 5. |t School leadership -- |g 6. |t Schein's levels of organisational culture -- |g 7. |t Summary and task -- |g 9. |t Planning and implementing classroom change -- |t Introduction -- |g 1. |t Teacher-initiated classroom changes -- |g 2. |t Externally initiated classroom changes -- |g 3. |t A parallel learning model -- |g 4. |t Summary and task -- |g 10. |t Conclusions: On understanding language classroom contexts and the process of change -- |t Introduction -- |g 1. |t Summarising the book -- |g 2. |t And finally. |
| 520 | |a "Arguably the whole point of education is to effect change in what people know and are able to do. Globalization has contributed to a common perception worldwide of the need to introduce changes to the teaching and learning of languages. The success of many attempts to do so has been limited by insufficient consideration of implementation contexts. Understanding Language Classroom Contexts explores and illustrates how what happens in any (language) classroom is influenced by (and can be an influence on) the contexts in which it is situated. A clear understanding of these influences is thus the starting point for planning effective change. The book considers many visible and invisible features of the multiple layers of any context, and provides a framework for understanding the types of factors that may influence whether changes (planned by a teacher or externally initiated) are likely to be successful. The book will help teachers (and educational managers or change planners outside the classroom) to understand why their classrooms are as they are and so to make informed decisions about what can or cannot (or not easily) be changed, and suggests how any changes might be appropriately managed"--EBL | ||
| 546 | |a English. | ||
| 650 | 0 | |a English language |x Study and teaching |x Foreign speakers. |0 http://id.loc.gov/authorities/subjects/sh85043710 | |
| 650 | 0 | |a School improvement programs. |0 http://id.loc.gov/authorities/subjects/sh85118340 | |
| 650 | 6 | |a Anglais (Langue) |x Étude et enseignement |x Allophones. | |
| 650 | 6 | |a Enseignement |x Réforme. | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x General. |2 bisacsh | |
| 650 | 7 | |a English language |x Study and teaching |x Foreign speakers |2 fast | |
| 650 | 7 | |a School improvement programs |2 fast | |
| 700 | 1 | |a Malderez, Angi, |d 1950- |1 https://id.oclc.org/worldcat/entity/E39PCjxd6GtrrT9YHmmjGWKpxC |0 http://id.loc.gov/authorities/names/n98080097 | |
| 758 | |i has work: |a Understanding language classroom contexts (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGgDxyBwR7Q3xF3dqt7GpP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn841215938 |
|---|---|
| _version_ | 1813903608781996033 |
| adam_text | |
| any_adam_object | |
| author | Wedell, Martin |
| author2 | Malderez, Angi, 1950- |
| author2_role | |
| author2_variant | a m am |
| author_GND | http://id.loc.gov/authorities/names/n98080097 |
| author_facet | Wedell, Martin Malderez, Angi, 1950- |
| author_role | |
| author_sort | Wedell, Martin |
| author_variant | m w mw |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | P - Language and Literature |
| callnumber-label | P51 |
| callnumber-raw | P51 .W346 2013eb |
| callnumber-search | P51 .W346 2013eb |
| callnumber-sort | P 251 W346 42013EB |
| callnumber-subject | P - Philology and Linguistics |
| collection | ZDB-4-EBA |
| contents | 1. Components of contexts -- 2. Exploring culture -- 3. Language and languages in education -- 4. From cultures to methods -- 5. From methods to approaches -- 6. Teachers and learners: As part of and creators of their context -- 7. Teachers and learners: As 'products' of their context -- 8. Schools and classrooms: Physical and cultural contexts -- 9. Planning and implementing classroom change -- 10. Conclusions: On understanding language classroom contexts and the process of change. Introduction -- Who we are and why we have written this book -- Who might find this book useful? -- What is in the book? -- Chapter outlines -- Ways to use the book -- Components of contexts -- Description of a context -- Developing a framework for understanding context -- The context of place -- Time -- People -- Summary and task -- Exploring culture -- Exploring CULTURE -- The historical perspective -- Seeing the relevance of 'Culture' to our purpose -- Classroom cultures -- Language and languages in education -- Language and learning -- 1.2 The Zone of Proximal Development and scaffolding -- Languages in contexts -- The global importance of English -- The Importance of English in and to your country -- Where English is taught or used in the education system -- From cultures to methods -- Why do methods change? -- A brief history of methods: The Grammar Translation Method (GTM) -- A brief history of methods: The Audio-Lingual method (ALM) -- A brief history of methods: Humanistic methods -- From methods to approaches -- Communicative approaches -- Changing perceptions of language -- Language syllabuses and language exams -- Communicative approaches in different contexts -- Conclusion -- Teachers and learners: As part of and creators of their context -- Teachers and learners and contexts -- On people creating contexts of and for learning -- What people feel -- Teachers and learners: As 'products' of their context -- People as products of contexts: Factors distinguishing individual teachers -- People as products of contexts: Factors distinguishing individual learners -- Good language learner -- Teachers as learners and learners as teachers -- Schools and classrooms: Physical and cultural contexts -- Visible features of the classroom or institutional context -- Some reasons why 'large' classes exist -- School/institutional culture -- Cultures of organisations -- School leadership -- Schein's levels of organisational culture -- Planning and implementing classroom change -- Teacher-initiated classroom changes -- Externally initiated classroom changes -- A parallel learning model -- Conclusions: On understanding language classroom contexts and the process of change -- Summarising the book -- And finally. |
| ctrlnum | (OCoLC)841215938 |
| dewey-full | 418/.007 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418/.007 |
| dewey-search | 418/.007 |
| dewey-sort | 3418 17 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
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--</subfield><subfield code="g">2.</subfield><subfield code="t">A brief history of methods: The Grammar Translation Method (GTM) --</subfield><subfield code="g">3.</subfield><subfield code="t">A brief history of methods: The Audio-Lingual method (ALM) --</subfield><subfield code="g">4.</subfield><subfield code="t">A brief history of methods: Humanistic methods --</subfield><subfield code="g">5.</subfield><subfield code="t">Summary and task --</subfield><subfield code="g">5.</subfield><subfield code="t">From methods to approaches --</subfield><subfield code="t">Introduction --</subfield><subfield code="g">1.</subfield><subfield code="t">Communicative approaches --</subfield><subfield code="g">2.</subfield><subfield code="t">Changing perceptions of language --</subfield><subfield code="g">3.</subfield><subfield code="t">Language syllabuses and language exams --</subfield><subfield code="g">4.</subfield><subfield code="t">Communicative approaches in different contexts --</subfield><subfield code="g">5.</subfield><subfield code="t">Conclusion --</subfield><subfield code="g">6.</subfield><subfield code="t">Summary and task --</subfield><subfield code="g">6.</subfield><subfield code="t">Teachers and learners: As part of and creators of their context --</subfield><subfield code="t">Introduction --</subfield><subfield code="g">1.</subfield><subfield code="t">Teachers and learners and contexts --</subfield><subfield code="g">2.</subfield><subfield code="t">On people creating contexts of and for learning --</subfield><subfield code="g">3.</subfield><subfield code="t">What people feel --</subfield><subfield code="g">4.</subfield><subfield code="t">Summary and task --</subfield><subfield code="g">7.</subfield><subfield code="t">Teachers and learners: As 'products' of their context --</subfield><subfield code="t">Introduction --</subfield><subfield code="g">1.</subfield><subfield code="t">People as products of contexts: Factors distinguishing individual teachers --</subfield><subfield code="g">2.</subfield><subfield code="t">People as products of contexts: Factors distinguishing individual learners --</subfield><subfield code="g">3.</subfield><subfield code="t">Good language learner --</subfield><subfield code="g">4.</subfield><subfield code="t">Teachers as learners and learners as teachers --</subfield><subfield code="g">5.</subfield><subfield code="t">Summary and task --</subfield><subfield code="g">8.</subfield><subfield code="t">Schools and classrooms: Physical and cultural contexts --</subfield><subfield code="t">Introduction --</subfield><subfield code="g">1.</subfield><subfield code="t">Visible features of the classroom or institutional context --</subfield><subfield code="g">2.</subfield><subfield code="t">Some reasons why 'large' classes exist --</subfield><subfield code="g">3.</subfield><subfield code="t">School/institutional culture --</subfield><subfield code="g">4.</subfield><subfield code="t">Cultures of organisations --</subfield><subfield code="g">5.</subfield><subfield code="t">School leadership --</subfield><subfield code="g">6.</subfield><subfield code="t">Schein's levels of organisational culture --</subfield><subfield code="g">7.</subfield><subfield code="t">Summary and task --</subfield><subfield code="g">9.</subfield><subfield code="t">Planning and implementing classroom change --</subfield><subfield code="t">Introduction --</subfield><subfield code="g">1.</subfield><subfield code="t">Teacher-initiated classroom changes --</subfield><subfield code="g">2.</subfield><subfield code="t">Externally initiated classroom changes --</subfield><subfield code="g">3.</subfield><subfield code="t">A parallel learning model --</subfield><subfield code="g">4.</subfield><subfield code="t">Summary and task --</subfield><subfield code="g">10.</subfield><subfield code="t">Conclusions: On understanding language classroom contexts and the process of change --</subfield><subfield code="t">Introduction --</subfield><subfield code="g">1.</subfield><subfield code="t">Summarising the book --</subfield><subfield code="g">2.</subfield><subfield code="t">And finally.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">"Arguably the whole point of education is to effect change in what people know and are able to do. 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| id | ZDB-4-EBA-ocn841215938 |
| illustrated | Not Illustrated |
| indexdate | 2024-10-25T16:21:23Z |
| institution | BVB |
| isbn | 9781441198372 1441198377 9781299184558 1299184553 9781441160591 1441160590 9781441102454 1441102450 9781472553287 1472553284 |
| language | English |
| oclc_num | 841215938 |
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| owner_facet | MAIN |
| physical | 1 online resource (248 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2013 |
| publishDateSearch | 2013 |
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| publisher | Bloomsbury Academic, |
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| spelling | Wedell, Martin. Understanding language classroom contexts : the starting point for change / Martin Wedell and Angi Malderez. New York, N.Y. : Bloomsbury Academic, 2013. New York : Bloomsbury Academic, 2013. 1 online resource (248 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. Print version record. 1. Components of contexts -- 2. Exploring culture -- 3. Language and languages in education -- 4. From cultures to methods -- 5. From methods to approaches -- 6. Teachers and learners: As part of and creators of their context -- 7. Teachers and learners: As 'products' of their context -- 8. Schools and classrooms: Physical and cultural contexts -- 9. Planning and implementing classroom change -- 10. Conclusions: On understanding language classroom contexts and the process of change. Introduction -- 1. Who we are and why we have written this book -- 2. Who might find this book useful? -- 3. What is in the book? -- 4. Chapter outlines -- 5. Ways to use the book -- 1. Components of contexts -- Introduction -- 1. Description of a context -- 2. Developing a framework for understanding context -- 3. The context of place -- 4. Time -- 5. People -- 6. Summary and task -- 2. Exploring culture -- Introduction -- 1. Exploring CULTURE -- 2. The historical perspective -- 3. Seeing the relevance of 'Culture' to our purpose -- 4. Classroom cultures -- 5. Summary and task -- 3. Language and languages in education -- Introduction -- 1. Language and learning -- 1.2 The Zone of Proximal Development and scaffolding -- 2. Languages in contexts -- 3. The global importance of English -- 4. The Importance of English in and to your country -- 5. Where English is taught or used in the education system -- 6. Summary and task -- 4. From cultures to methods -- Introduction -- 1. Why do methods change? -- 2. A brief history of methods: The Grammar Translation Method (GTM) -- 3. A brief history of methods: The Audio-Lingual method (ALM) -- 4. A brief history of methods: Humanistic methods -- 5. Summary and task -- 5. From methods to approaches -- Introduction -- 1. Communicative approaches -- 2. Changing perceptions of language -- 3. Language syllabuses and language exams -- 4. Communicative approaches in different contexts -- 5. Conclusion -- 6. Summary and task -- 6. Teachers and learners: As part of and creators of their context -- Introduction -- 1. Teachers and learners and contexts -- 2. On people creating contexts of and for learning -- 3. What people feel -- 4. Summary and task -- 7. Teachers and learners: As 'products' of their context -- Introduction -- 1. People as products of contexts: Factors distinguishing individual teachers -- 2. People as products of contexts: Factors distinguishing individual learners -- 3. Good language learner -- 4. Teachers as learners and learners as teachers -- 5. Summary and task -- 8. Schools and classrooms: Physical and cultural contexts -- Introduction -- 1. Visible features of the classroom or institutional context -- 2. Some reasons why 'large' classes exist -- 3. School/institutional culture -- 4. Cultures of organisations -- 5. School leadership -- 6. Schein's levels of organisational culture -- 7. Summary and task -- 9. Planning and implementing classroom change -- Introduction -- 1. Teacher-initiated classroom changes -- 2. Externally initiated classroom changes -- 3. A parallel learning model -- 4. Summary and task -- 10. Conclusions: On understanding language classroom contexts and the process of change -- Introduction -- 1. Summarising the book -- 2. And finally. "Arguably the whole point of education is to effect change in what people know and are able to do. Globalization has contributed to a common perception worldwide of the need to introduce changes to the teaching and learning of languages. The success of many attempts to do so has been limited by insufficient consideration of implementation contexts. Understanding Language Classroom Contexts explores and illustrates how what happens in any (language) classroom is influenced by (and can be an influence on) the contexts in which it is situated. A clear understanding of these influences is thus the starting point for planning effective change. The book considers many visible and invisible features of the multiple layers of any context, and provides a framework for understanding the types of factors that may influence whether changes (planned by a teacher or externally initiated) are likely to be successful. The book will help teachers (and educational managers or change planners outside the classroom) to understand why their classrooms are as they are and so to make informed decisions about what can or cannot (or not easily) be changed, and suggests how any changes might be appropriately managed"--EBL English. English language Study and teaching Foreign speakers. http://id.loc.gov/authorities/subjects/sh85043710 School improvement programs. http://id.loc.gov/authorities/subjects/sh85118340 Anglais (Langue) Étude et enseignement Allophones. Enseignement Réforme. LANGUAGE ARTS & DISCIPLINES General. bisacsh English language Study and teaching Foreign speakers fast School improvement programs fast Malderez, Angi, 1950- https://id.oclc.org/worldcat/entity/E39PCjxd6GtrrT9YHmmjGWKpxC http://id.loc.gov/authorities/names/n98080097 has work: Understanding language classroom contexts (Text) https://id.oclc.org/worldcat/entity/E39PCGgDxyBwR7Q3xF3dqt7GpP https://id.oclc.org/worldcat/ontology/hasWork Print version: 9781299184558 (DLC) 2012042325 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=538696 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=538696 Volltext |
| spellingShingle | Wedell, Martin Understanding language classroom contexts : the starting point for change / 1. Components of contexts -- 2. Exploring culture -- 3. Language and languages in education -- 4. From cultures to methods -- 5. From methods to approaches -- 6. Teachers and learners: As part of and creators of their context -- 7. Teachers and learners: As 'products' of their context -- 8. Schools and classrooms: Physical and cultural contexts -- 9. Planning and implementing classroom change -- 10. Conclusions: On understanding language classroom contexts and the process of change. Introduction -- Who we are and why we have written this book -- Who might find this book useful? -- What is in the book? -- Chapter outlines -- Ways to use the book -- Components of contexts -- Description of a context -- Developing a framework for understanding context -- The context of place -- Time -- People -- Summary and task -- Exploring culture -- Exploring CULTURE -- The historical perspective -- Seeing the relevance of 'Culture' to our purpose -- Classroom cultures -- Language and languages in education -- Language and learning -- 1.2 The Zone of Proximal Development and scaffolding -- Languages in contexts -- The global importance of English -- The Importance of English in and to your country -- Where English is taught or used in the education system -- From cultures to methods -- Why do methods change? -- A brief history of methods: The Grammar Translation Method (GTM) -- A brief history of methods: The Audio-Lingual method (ALM) -- A brief history of methods: Humanistic methods -- From methods to approaches -- Communicative approaches -- Changing perceptions of language -- Language syllabuses and language exams -- Communicative approaches in different contexts -- Conclusion -- Teachers and learners: As part of and creators of their context -- Teachers and learners and contexts -- On people creating contexts of and for learning -- What people feel -- Teachers and learners: As 'products' of their context -- People as products of contexts: Factors distinguishing individual teachers -- People as products of contexts: Factors distinguishing individual learners -- Good language learner -- Teachers as learners and learners as teachers -- Schools and classrooms: Physical and cultural contexts -- Visible features of the classroom or institutional context -- Some reasons why 'large' classes exist -- School/institutional culture -- Cultures of organisations -- School leadership -- Schein's levels of organisational culture -- Planning and implementing classroom change -- Teacher-initiated classroom changes -- Externally initiated classroom changes -- A parallel learning model -- Conclusions: On understanding language classroom contexts and the process of change -- Summarising the book -- And finally. English language Study and teaching Foreign speakers. http://id.loc.gov/authorities/subjects/sh85043710 School improvement programs. http://id.loc.gov/authorities/subjects/sh85118340 Anglais (Langue) Étude et enseignement Allophones. Enseignement Réforme. LANGUAGE ARTS & DISCIPLINES General. bisacsh English language Study and teaching Foreign speakers fast School improvement programs fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85043710 http://id.loc.gov/authorities/subjects/sh85118340 |
| title | Understanding language classroom contexts : the starting point for change / |
| title_alt | Introduction -- Who we are and why we have written this book -- Who might find this book useful? -- What is in the book? -- Chapter outlines -- Ways to use the book -- Components of contexts -- Description of a context -- Developing a framework for understanding context -- The context of place -- Time -- People -- Summary and task -- Exploring culture -- Exploring CULTURE -- The historical perspective -- Seeing the relevance of 'Culture' to our purpose -- Classroom cultures -- Language and languages in education -- Language and learning -- 1.2 The Zone of Proximal Development and scaffolding -- Languages in contexts -- The global importance of English -- The Importance of English in and to your country -- Where English is taught or used in the education system -- From cultures to methods -- Why do methods change? -- A brief history of methods: The Grammar Translation Method (GTM) -- A brief history of methods: The Audio-Lingual method (ALM) -- A brief history of methods: Humanistic methods -- From methods to approaches -- Communicative approaches -- Changing perceptions of language -- Language syllabuses and language exams -- Communicative approaches in different contexts -- Conclusion -- Teachers and learners: As part of and creators of their context -- Teachers and learners and contexts -- On people creating contexts of and for learning -- What people feel -- Teachers and learners: As 'products' of their context -- People as products of contexts: Factors distinguishing individual teachers -- People as products of contexts: Factors distinguishing individual learners -- Good language learner -- Teachers as learners and learners as teachers -- Schools and classrooms: Physical and cultural contexts -- Visible features of the classroom or institutional context -- Some reasons why 'large' classes exist -- School/institutional culture -- Cultures of organisations -- School leadership -- Schein's levels of organisational culture -- Planning and implementing classroom change -- Teacher-initiated classroom changes -- Externally initiated classroom changes -- A parallel learning model -- Conclusions: On understanding language classroom contexts and the process of change -- Summarising the book -- And finally. |
| title_auth | Understanding language classroom contexts : the starting point for change / |
| title_exact_search | Understanding language classroom contexts : the starting point for change / |
| title_full | Understanding language classroom contexts : the starting point for change / Martin Wedell and Angi Malderez. |
| title_fullStr | Understanding language classroom contexts : the starting point for change / Martin Wedell and Angi Malderez. |
| title_full_unstemmed | Understanding language classroom contexts : the starting point for change / Martin Wedell and Angi Malderez. |
| title_short | Understanding language classroom contexts : |
| title_sort | understanding language classroom contexts the starting point for change |
| title_sub | the starting point for change / |
| topic | English language Study and teaching Foreign speakers. http://id.loc.gov/authorities/subjects/sh85043710 School improvement programs. http://id.loc.gov/authorities/subjects/sh85118340 Anglais (Langue) Étude et enseignement Allophones. Enseignement Réforme. LANGUAGE ARTS & DISCIPLINES General. bisacsh English language Study and teaching Foreign speakers fast School improvement programs fast |
| topic_facet | English language Study and teaching Foreign speakers. School improvement programs. Anglais (Langue) Étude et enseignement Allophones. Enseignement Réforme. LANGUAGE ARTS & DISCIPLINES General. English language Study and teaching Foreign speakers School improvement programs |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=538696 |
| work_keys_str_mv | AT wedellmartin understandinglanguageclassroomcontextsthestartingpointforchange AT malderezangi understandinglanguageclassroomcontextsthestartingpointforchange |