Language teaching theory and methods Books

Book SynopsisThis revised edition of Michael Byram’s classic 1997 book updates the text in light of both recent research and critiques and commentaries on the 1st edition. Beginning from the premise that foreign and second language teaching should prepare learners to use a language with fluency and accuracy, and also to speak with people who have different cultural identities, social values and behaviours, the book is an invaluable guide for teachers and curriculum developers, taking them from a definition of Intercultural Communicative Competence through planning for teaching to assessment. This edition refines the definitions of the five ‘savoirs’ of intercultural competence, and includes new sections on issues such as moral relativism and human rights, mediation, intercultural citizenship and teachers’ ethical responsibilities.Trade ReviewWith remarkable educational integrity, Michael Byram revisits his highly successful 1997 book and responds to his critics. The result is a rich and thoughtfully revamped version of the original classic, adapted to our multicultural societies and mindful of the need to educate language learners to global intercultural citizenship through intercultural communicative competence. The added sections on mediation, teachers' ethical responsibility, and pluralism and human rights are particularly noteworthy. * Claire Kramsch, University of California, Berkeley, USA *This new edition not only clarifies the ambiguities and inclusiveness of the ICC theory, but also situates it in a more contemporary and global teaching environment. Byram’s conceptualization of critical cultural awareness leading to democratic citizenship has far more importance now for other non-European regions including Asia, where foreign language is taught mostly for instrumental purposes and the value of wholesome humanistic education is often left behind. * Kahoko Matsumoto, Tokai University, Japan *There is little way that anyone can read this book and not believe that all universities should have a foreign language requirement [...] Though gifting this book to your administrator may be a longshot, it definitely belongs in the hands of anyone that will be teaching and/or creating content for language education from now on. -- Boris Yelin, Northeastern University, USA * LINGUIST List 32.2158 *Table of ContentsForeword Preface (2020) Preface (1997) Introduction Chapter 1. Defining and Describing Intercultural Communicative Competence Chapter 2. A Model for Intercultural Communicative Competence Chapter 3. Objectives for Teaching, Learning and Assessment Chapter 4. Curriculum Issues Chapter 5. Assessment Chapter 6. Conclusion Appendix - Glastonbury Public Schools Project References Index

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Book SynopsisThis book provides a comprehensive overview of research in applied linguistics involving the intersection of digital multimodal composing (DMC) and second language (L2) writing. It presents a theoretically and methodologically diverse introduction to key theories and scholarship supporting DMC's use, along with practical pedagogical tips and tools for adopting DMC in the L2 writing classroom. This text is the first of its kind to distil current research in the area, including chapters that address research on students' DMC writing processes, evidence of DMC's impact on L2 learning, students' and teachers' perceptions and how DMC affects various individual differences such as motivation, metacognition and identity development. This book serves as a useful resource for both graduate students and faculty in applied linguistics and related fields who are researchers, teacher trainers or language instructors. It is particularly relevant for those working in subfields such as second language acquisition, computer-assisted language learning and L2 writing.

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Book SynopsisBeginning from the premise that being non-racist – and other ‘neutral’ positions – are inadequate in the face of a racist society and institutions, this book provides language educators with practical tools to implement antiracist pedagogy in their classrooms. It offers readers a solid theoretical grounding for its practical suggestions, drawing on work in critical race theory, critical sociolinguistics and language ideology to support its argument for antiracist pedagogy as a necessary form of direct action. The author contends that antiracist pedagogy is a crucial part of the project of decolonizing universities, which goes beyond tokenistic diversity initiatives and combats racism in institutions that have historically helped to perpetuate it. The author’s pedagogical suggestions are accompanied by online resources which will help the reader to adapt and develop the material in the book for their own classrooms. Trade ReviewApproaches to teaching Spanish in the US have too often ignored the systematic marginalization of Spanish language users in schools and communities throughout the nation. Magro’s book provides a compelling examination of these dynamics and a powerful set of pedagogical strategies for linking Spanish language learning to broader political struggles. * Jonathan Rosa, Stanford University, USA *Magro presents to readers a navigable roadmap to antiracist language education, intricately weaving together racializing experiences, hip hop, research, and sociocultural examples. He defines what racism and antiracism mean within and across language education before sharing expertly crafted pedagogical approaches. This book is a revelation on the importance of engaging with critical, antiracist language theory and praxis to create a multilingual and just society. * María Cioè-Peña, University of Pennsylvania, USA *Teaching Spanish is not a neutral endeavor. In flowing and compelling prose, José Magro provides an outsider perspective on why and how US-based language teaching needs to address its colonial, Eurocentric foundations and adopt an antiracist approach that treats race, ethnicity, class, gender, and linguistic identity as crucial dimensions of language pedagogy. * Cecelia Cutler, CUNY Graduate Center, USA *Table of ContentsIntroduction: Antiracist Pedagogy Works! Part 1: Race, Racism and Antiracism in the Language Classroom Chapter 1. Introduction to Foundational Concepts for an Antiracist Approach to Language Teaching Chapter 2. ‘Trabajo más que un negro’: An Ethnography of Racism Within a Spanish Department Chapter 3: Let Us Talk About Race… and Language… and Power Chapter 4: Pedagogical Foundations of SPC Units Part 2: When, Where, How: Raising Antiracist Critical Linguistic Awareness in the Language Classroom Through Sociolinguistics-Informed Pedagogies Chapter 5: Integrating SPCs in an Advanced (Spanish) Language Class Chapter 6: Integrating SPCs in Different Curricular Settings Chapter 7: The Students Talk: Testimonials from Participants in Antiracist Programs Appendices References Index

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Book SynopsisThis book explores the relationship between online second language (L2) communicative activities and formal language learning. It provides empirical evidence of the scale of L2 English use online, investigating the forms most commonly used, the activities likely to cause discomfort and the challenges experienced by users, and takes a critical approach to the nature of language online beyond the paradigms of ‘written’ versus ‘spoken’. The author explores the possibilities for language teaching practices that engage with and integrate learners’ L2 English online use, not only to support it but to use it as input for classroom learning and to enhance and exploit its incidental learning outcomes. This book will be of interest to postgraduate students and researchers interested in computer-mediated communication, online discourse and Activity Theory, while language teachers will find the practical ideas for lesson content invaluable as they strive to create a successful language learning community.Trade ReviewResearch-based, yet practitioner-friendly, Andrew Moffat’s stimulating book takes the educator on a journey into L2 English-users’ informal practices online and examines how these affect their language learning and proficiency. Addressing many of the sticky issues related to intentionality and awareness in informal learning, his extensive survey data and corpus analysis give unprecedented empirical solidity to study in this field. * Denyze Toffoli, Université Toulouse III - Paul Sabatier, France *Grounded in an extensive body of data, this book comprehensively explores the computer-mediated communications-based activities of English learners, including the difficulties they face and the ways in which language teaching practices can support such online activities. This book offers valuable insights for both researchers and practitioners engaging in L2 English online activities. * Miho Inaba, Cardiff University, UK *In this important and timely book, Moffat shines a spotlight on how students of English worldwide are using the language online. This is a phenomenon that English teachers cannot ignore, and Moffat offers a practical model for integrating this online activity with their classroom work, to enhance motivation and maximise learning. * Martin Lamb, University of Leeds, UK *...this is an exceptionally well-written, clearly structured book, with invaluable findings and detailed explanations and justification of research methods, something that postgraduate researchers may particularly appreciate. * Charikleia Triantafyllidou, University of Cambridge, UK, LINGUIST List 34.622 *Table of ContentsFigures Tables Acknowledgements Abbreviations Chapter 1. A Thoroughly Modern Medium Chapter 2. Situating the Research Chapter 3. Research Methods Chapter 4. EL2 CMC Activities and Communicative (Dis)Comfort Chapter 5. Contexts and Attitudes Chapter 6. Difficulties Encountered in EL2 CMC Interactions Chapter 7. Language Online: A Corpus Study Chapter 8. Towards an Integration of EL2 CMC and Formal Instruction Chapter 9. Conclusion References Appendix A Appendix B Index

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Book SynopsisThis book presents international research on oracy development in early language learning, focusing on the pedagogical implications for plurilingual classrooms. It explores the effects of language policy, collaborative learning and teacher intervention on speaking and listening skills in early foreign language and second language classrooms.

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Book SynopsisThis book explores the ways in which transcultural pedagogies can support learning and literacies in critical, creative and socially just ways, highlighting research initiatives from across the globe. Each chapter provides a different and innovative perspective with respect to reimagining language and literacy pedagogies in conjunction with students’ diverse literacies and resources. Presenting a collection of classroom and community-based research, the book addresses the intersections of plurilingualism, identity and transcultural awareness in various contexts, including schools, universities, as well as local and Indigenous communities. These settings have been deliberately chosen to profile the range of research in the field, showcasing transcultural, plurilingual, translanguaging and community-engaged pedagogies, among others.Trade ReviewLinguistic and cultural diversity are a global reality. The editors and authors of this volume make an important and original contribution to share knowledge about ways to improve education in diversity contexts. The contributions cover a wide range of topics: from commitment to revitalising the languages of autochthonous minorities, preserving the languages of immigrants to the use of new media and artistic encounters as teaching tools. * Ingrid Gogolin, University of Hamburg, Germany *This inspirational volume documents how educators in diverse contexts around the world have orchestrated interactional spaces in their classrooms that enable minoritized students to mobilize their intellectual, linguistic, and cultural strengths to create knowledge, literature, and art. In chapter after chapter, we see students engaged in the collaborative generation of power and agency – empowerment pedagogy in action. * Jim Cummins, University of Toronto, Canada *If you are a teacher or a teacher educator looking for cutting edge research on transformative, culturally sustaining and decolonising pedagogies, this book is for you. Through fascinating examples of the transformative – and transgressive – power of transcultural and translingual pedagogies in a wide variety of contexts, the authors demonstrate the potential offered by linguistic and cultural diversity to foster transcultural awareness and competence, destabilize linguistic privilege and rethink classroom practice and teacher education in transcultural times. * Christine Hélot, University of Strasbourg, France *Table of ContentsAcknowledgments Contributors Marjorie Faulstich Orellana: Foreword Rahat Zaidi, Umit Boz and Eve Moreau: Introduction: Transcultural Pedagogies for Multilingual Classrooms Theme 1: Teaching through a Multilingual and Transcultural Lens Chapter 1. Zhuo Sun and Guofang Li: Rethinking Chinese Heritage Language (CHL) Teaching in Translocal Realities: Pedagogical Adaptations and Missed Opportunities to Bridge Transcultural Gaps in Canada Chapter 2. Anuschka van ’t Hooft, Sara Florence Davidson, Liam Doherty and Bonny Norton: Developing Digital Stories in Indigenous Languages: Striving for Culturally Sustaining Pedagogies in Mexico and Canada Chapter 3. Gail Prasad: Be(com)ing Multilingual Allies and Activists: Fostering Cultural and Linguistic Collaboration in the Classroom Chapter 4. Burcu Yaman Ntelioglou, Bev Fontaine, Barb Ehman, Karon McGillivary, Sylvia Lathlin-Scott and Marcella Clarke: Community-Engaged Indigenous Language Revitalization as a Gateway for a Decolonizing and Critical Posthuman Trans'lingual'/’cultural’ Education Chapter 5. Marie-Paule Lory: Plurilingual Kamishibaï: A Plurilingual Pedagogical Art-Based Project to Go Beyond Monolingualism in the Classroom Chapter 6. Esther Bettney Heidt: Translanguaging Pedagogies as a Tool to Decolonize Multilingual Education in International Schools Theme 2: Exploring Teaching and Learning in Transcultural Times Chapter 7. Jacqueline D’warte: Building on Plurilingual Repertoires in Mainstream Classrooms Chapter 8. Claudia Vallejo Rubinstein: Crafting a Journey, Claiming a Home: Transnational Background Children’s Collaborative Engagement in Plurilingual and Transcultural Pedagogies for Being and Belonging Chapter 9. Sílvia Melo-Pfeifer: Challenging Mainstream Perspectives on Multilingual Pedagogies: An Analysis of Teachers' Online Discussions on Linguistic Landscapes Chapter 10. Ava Becker: Transcultural Pedagogies for Challenging Times: Deshaciendo la Maleta Chapter 11. Patriann Smith: Transraciolinguistics for Transculturally Just Futures: An International Perspective

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Book SynopsisSince its inception in the 1960s, the field of English for Academic Purposes (EAP) has enjoyed a period of almost continual expansion and growth and now represents a multi-million dollar industry worldwide. This book provides readers with a critical and comprehensive overview of EAP's birth, its historical development and its ongoing trajectory, incorporating along the way the views of individuals who have played key roles in the field. It examines a wide range of crucial topics in EAP, including pedagogy, materials and assessment and the role of EAP and those who teach it within the academy. The book concludes with a glimpse into the future as the author discusses the strengths, weaknesses and opportunities currently facing EAP andalsoevaluates some of the threats posed by issues such as privatisation and generative AI.

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Book SynopsisThis book presents the results of research that focused on international students receiving writing instruction on a US university campus. It explores how the students developed their foreign-student identities and their own ways of grappling with the unique issues they encountered as they worked to improve their academic literacy skills. The book extends the theoretical horizons of language socialization research by integrating insights from other disciplinary frameworks, such as a translingual approach, multilingual literacies and writing center theory, to explore international students’ university experiences. By adopting these varied lenses, the book provides readers with a more holistic, integrative and ecological understanding of students’ language and literacy development. The authors also investigate how a translingual pedagogy informs language instructors and literacy instructors in facilitating multilingual students’ academic literacy development across a variety of codes, registers, genres, modes and media.Trade ReviewIn this timely collection, skillfully edited by De Costa, Li, and Lee, contributors examine the multilingual literacy practices of international students in a large US university. By honoring the linguistic resources and cultural identities of these students, the contributors offer exciting new insights about academic discourse socialization relevant to 21st Century institutions. * Bonny Norton, University of British Columbia, Canada *This exciting and innovative edited volume is the much-needed answer to the question of what socially responsible multilingual literacy practices in internationalized higher education look like. By viewing the socialization of academic discourse through an asset-based approach, the contributing authors have effectively focused their analyses of multilingual literacy practices on international students’ linguistic and cultural resources. A must-read for all those interested in multilingual literacies in these contexts. * Jim McKinley, University College London, UK *This volume offers valuable insights into academic discourse socialization in the context of international student mobility. Theoretically and methodologically innovative approaches are utilized to explore the complex and often contested socialization processes through which multilingual learners develop languages, literacies, and identities as part of global study and careers. * Amanda Kibler, Oregon State University, USA *Table of ContentsContributors Patricia A. Duff: Foreword: Examining and Experiencing Academic Discourse Socialization through Collaborative Research Introduction: Academic Socialization, International Students and Multilingual Literacies Chapter 1. Peter I. De Costa, Jongbong Lee and Wendy Li: Diversity Matters: Problematizing Academic Discourse Socialization in International Higher Education Chapter 2. Jongbong Lee and Wendy Li: Academic Socialization in a Collaborative Research Project: Developing Identities as Emergent Scholars Part 1 : Literacy Practices and Identity Development Chapter 3. Xiaowan Zhang: Second Language Academic Discourse Socialization, Identity and Agency: The Case of a Chinese International Student Chapter 4. Bree Straayer-Gannon and Xiqiao Wang: Reinventing Transnational Identities and Sponsors Part 2: Navigation of Resources and Services Chapter 5. Wenyue (Melody) Ma and Curtis Green-Eneix: International Chinese Students’ Navigation of Linguistic and Learning Resources Chapter 6. Myeongeun Son: International Students' Writing Development from an Activity Theory Perspective Chapter 7. Joseph Cheatle and Scott Jarvie: Responding to ELL Students Across Disciplines: Using Education Research to Inform Writing Center Practice Part 3: Theoretical and Pedagogical Orientations Chapter 8. Steven Fraiberg: Shifting from Linguistic to Spatial Repertoires: Extending and Enacting Translingual Perspectives in Our Research and Teaching Chapter 9. Xiqiao Wang: Writing About Where We Are From: Writing Across Languages, Genres and Spaces Wenhao Diao: Afterword Index

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Book SynopsisThis book explores the framework of Intercultural Citizenship within a variety of US teaching and learning contexts. The chapters, which comprise both conceptual pieces and empirical research studies, represent a wide variety of languages at levels ranging from beginner to advanced, from early elementary through higher education contexts. They urge us to look carefully at how Intercultural Citizenship enhances and expands the work of world language educators by bringing in additional focus on social justice and critical cultural awareness. The book addresses curricular issues, professional development models, language immersion, study abroad, virtual exchanges and teacher education in relation to Intercultural Citizenship. Through its focus on how Intercultural Citizenship is being enacted in a wide variety of learning contexts in the United States, and its theoretical and conceptual investigations of social justice and Intercultural Citizenship, the book will be an invaluable resource for teachers, teacher educators and researchers working on Intercultural Citizenship.Trade ReviewLanguage educators have recognized that the goals of intercultural citizenship along with matters related to social justice are critical to the contemporary endeavor of teaching languages. In this volume, major figures in the field join a diverse array of scholars to skillfully advance our discipline. An impactful work! * Terry A. Osborn, University of South Florida, USA *The editors of this work have assembled a unique group of experienced educators dedicated to addressing a compelling and timely topic for everyone in today’s world. The various contributors examine the topic of intercultural citizenship and describe various approaches to teaching and developing intercultural citizenship, a topic relevant not only to those interested in ethnicities, diversity, bilingual-biculturals, immigrants and refugees, but to everyone else, everywhere. * Alvino E. Fantini, School for International Training, USA *Building on the seminal work of Michael Byram, this timely and important volume offers valuable insight into the complex construct of intercultural citizenship and provides educators with fresh ideas to bridge the gap between related theory and practice within the context of second language teaching and learning. Highly recommended! * Jane Jackson, Professor Emerita, The Chinese University of Hong Kong *Table of ContentsContributors Acknowledgements Michael Byram: Foreword Kaishan Kong and Allison J. Spenader: Preface: Intercultural Citizenship – A Passion Project Kaishan Kong and Allison J. Spenader: Introduction: Diverse Perspectives on Intercultural Citizenship Chapter 1. Cassandra Glynn and Manuela Wagner: The Why and How of Teaching Languages for Social Justice and Intercultural Citizenship Chapter 2. Donna Clementi, Salah Ayari and Manuela Wagner: Developing a Professional Learning Community to Teach Arabic for Intercultural Citizenship Chapter 3. Allison J. Spenader and Brandon T. Locke: Dual Language and Immersion Programs: Naturally Fostering Intercultural Citizenship Chapter 4. Kaishan Kong: Intercultural Talk: Fostering Intercultural Citizenship in a Chinese Program Chapter 5. Allison J. Spenader and Adriana L. Medina: Study Abroad in Teacher Education: Fostering Intercultural Citizenship Chapter 6. Ana Conboy and Kevin Clancy: Promoting Intercultural Citizenship in Study Abroad through Contemplative Pedagogy Index

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Book SynopsisThis volume contributes to the growing body of research on developmental dyslexia, focusing on the behavioural manifestations of the disorder at different levels of the language system. It presents data from experimental and applied research and their applications in language teaching, rehabilitation of reading dysfunctions and teacher training.

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Book SynopsisThis volume contributes to the growing body of research on developmental dyslexia, focusing on the disorder’s behavioural manifestations at different levels of the language system. It is organised into three sections that cover the three main vantage points from which the effects of dyslexia on communication can be observed: neuropsychology, linguistics and the perspective of educators. Together, the chapters provide an insightful overview of the ways in which dyslexia impacts different components of language, including lexical and pragmatic abilities, and present data from experimental and applied research, with suggestions for the application of research-based data in both innovative and traditional language teaching, ways to rehabilitate reading dysfunctions, as well as teacher training. The book will be essential reading for researchers and students investigating dyslexia, as well as foreign language teachers and professionals who work on the rehabilitation of linguistic performance dysfunctions in people with dyslexia.Trade ReviewWhat is the contribution of linguistics to the study of dyslexia? This is the question that this book tries to answer, bringing together quality research papers and original experimental reports in a must-read volume that offers food for thought to scholars, educators, careers, and clinicians alike. * Marcella Bertuccelli Papi, University of Pisa, Italy *This is a great resource, offering insights into the precise parts of language that may be impacted by developmental dyslexia, while also attempting to identify plausible causes for such issues and forecasting the route of linguistic development. It provides unique perspectives of interest to a wide, international audience including both practitioners and researchers. * Stefania M. Maci, University of Bergamo, Italy *This excellent collection provides novel insights into the effects of dyslexia on second language learning and the linguistic challenges of dyslexic individuals from different first language backgrounds. It is an ideal resource for researchers in the fields of first and second language acquisition, bi- and multilingualism and language disorders, as well as for teachers of additional languages and language teacher educators. * Judit Kormos, Lancaster University, UK *Table of ContentsGloria Cappelli and Sabrina Noccetti: Introduction Part 1: Psychological and Neurobiological Foundations of Language Skills in People with Dyslexia Chapter 1. Enrico Ghidoni: The Neurobiological Basis of Language Skills and Dyslexia Chapter 2. Claudia Casalini, Daniela Brizzolara, Anna Maria Chilosi, Filippo Gasperini and Chiara Pecini: Late Effects of Early Language Delay on Complex Language and Literacy Abilities: A Clinical Approach to Dyslexia in Subjects with a Previous Language Impairment Chapter 3. Filippo Gasperini: Foreign Language Learning Difficulties in Developmental Dyslexia: A Narrative Review of the Existing Evidence Part 2: Theoretical and Experimental Linguistic Research on Dyslexia Chapter 4. Marijan Palmović, Ana Matić, Mirta Zelenika Zeba, Melita Kovačević: Phonological and Lexical Effects on Reading in Dyslexia Chapter 5. Cristina Burani: Morphemes as Reading and Spelling Units in Developmental Dyslexia Chapter 6. Rachel Berthiaume, Amélie Bourcier and Daniel Daigle: Morphological Knowledge in French-speaking Children with Dyslexia Chapter 7. Giovanna Marotta: Developmental Dyslexia and Morphosyntactic Competence in Italian Young Adults Chapter 8. Anna Cardinaletti, Elisa Piccoli and Francesca Volpato: Dyslexia and Syntactic Deficits: Overview and a Case Study of Language Training Chapter 9. Gloria Cappelli: The Impact of Dyslexia on Lexico-Semantic Skills: An Overview Chapter 10. Gloria Cappelli, Sabrina Noccetti, Nicoletta Simi, Giorgio Arcara and Valentina Bambini: Dyslexia and Pragmatic Skills Part 3: Applied Linguistic Research and Dyslexia Chapter 11. Sabrina Noccetti: Visual and Auditory Stimuli for Teaching EFL Vocabulary to Learners with Dyslexia Chapter 12. Francesca Santulli and Melissa Scagnelli: Reading as a Multi-Layer Activity: Training Strategies at Text Level Chapter 13. Rossella Iovino: Teaching Latin to Dyslexic Learners: A Methodological Proposal Chapter 14. Joanna Nijakowska: Foreign Language Teacher Training and Preparedness to Teach Learners with Dyslexia Index

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Book SynopsisThis book examines the pedagogical and professional experiences of a transnational group of teachers from the African continent and diaspora who made the decision to live and teach English in Japan. Through a layered analytical framework, it explores how these teachers struggle to negotiate their raciolinguistic identities in contexts that may prove to be professionally supportive in some cases but marginalizing in others. The author contends that although multiculturalism and diversity within ELT in Japan may currently seem to be more prevalent, the agency that Black teachers exercise in promoting their own cultures and language varieties may be constrained depending on the characteristics of the institutions in which they teach. The issues raised in this volume will be relevant to educators, administrators, curriculum and materials developers, and researchers committed to promoting equity, racial harmony, and intercultural understanding in language education.

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Book SynopsisThis book provides a detailed and comprehensive design of a new second language literacy pedagogy and the results of implementing this pedagogy in different contexts in order to demonstrate that it is possible to address some long-standing second language (L2) curriculum and literacy development challenges. The author clearly explains the theory behind Vygotskian Sociocultural Theory of Mind and Systemic Functional Linguistics and how they can inform literacy pedagogy in the form of Concept-Based Language Instruction and a Division-of-Labor Pedagogy. By presenting detailed qualitative and quantitative analyses and results of multiple forms of data, the author demonstrates the effectiveness of the pedagogy. In conjunction with background on the intricate and interdependent nature of the concepts needed for second language literacy development, and in contrast with a cognitivist approach to reading pedagogy and research, the author provides all the details necessary for teachers and researchers to appreciate both the theory and how it can be applied to their practice.Trade ReviewThis book is unique in so many ways. It examines both the processes and products of literacy development from a Vygotskian SCT perspective. Instructionally, concept-based learning and a division of labor pedagogy are used. Changes in teacher and peer mediation as well as student verbalizations are shown to lead to the internalization of key literacy concepts. This is a must-read for anyone interested in a Vygotskian perspective of second language literacy development. * Merrill Swain, OISE, University of Toronto, Canada *A groundbreaking book that sheds light on L2 literacy pedagogy and offers valuable insights into L2 reading research from a Vygotskian perspective. This work will inspire future investigations into praxis-based teaching and research in L2 development. A must-read for all researcher-teachers. * Eduardo Negueruela-Azarola, University of Navarra, Spain *Urbanski’s work convincingly demonstrates the relevance of sociocultural theory for second language development, including reading ability. An especially attractive aspect of her approach is ‘division of labor pedagogy’, which takes advantage of the power of the collective for the development of the individual. I encourage all reading educators to engage with this work. There is much to learn from it. * James P. Lantolf, Greer Professor Emeritus, The Pennsylvania State University, USA *There is a widely recognised disparity in foreign language programmes between courses that focus on language learning and those aimed at interpreting and analysing literary texts in the target language (Alderson, 1984; Bernhardt, 2010). This book offers a valuable resource to address this challenge by providing readers with a comprehensive overview of the L2 development process. It introduces an innovative instructional approach that combines C-BLI and DOLP pedagogy to bridge the gap between language acquisition and literary analysis. * Zhiyun Huang and Zhanhao Jiang, Southeast University, China, Educational Review 2023 *Table of ContentsFigures Tables Acknowledgements Chapter 1. Introduction - Current State of Second Language Reading Pedagogy and Pedagogical Concerns Chapter 2. Second Language Reading/Literacy and Pedagogy Chapter 3. Vygotskian Second Language Literacy Pedagogy Chapter 4. Developing Second Language Narrative Literacy Chapter 5. Developing Awareness in Literacy Concepts Chapter 6. Tracing Literacy Development Chapter 7. Future Developments in Vygotskian Second Language Literacy Pedagogy Appendix References Index

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Book SynopsisThis book synthesises research on very early language learning in pre-primary organised instruction settings such as kindergarten, nursery or afternoon classes. Using a framework of ecological development, it investigates the nested systems in which very young learners operate, the other agents involved in each of these systems and the influence these agents have on children's foreign language learning. It explores the ecosystems of the individual learner and their family, educational institutions, general social climate and language education policies, resulting in a holistic view of early language learning and the key transitions into and out of pre-primary formal instruction settings. This is the first book to gather research to date on very young learners in formal settings, offering a comprehensive state of the art to researchers and graduate students in early language learning, second language acquisition and early years pedagogy.

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Book SynopsisThis edited volume explores opportunities for integrating technology in the classroom and using digital tools including podcasts, gamification and artificial intelligence. It offers practical advice on planning, personalising and implementing technology-mediated language teaching in online, hybrid and in-person teaching contexts.

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Book SynopsisCoaching in ELT is often addressed as in how to coach teachers. Throughout this book, Gabriella Kovacs looks at how coaching skills and tools can be applied in the classroom directly with learners, both individually and in group work. In addition, at the end of each chapter, there is a chance to reflect on your language coaching and use experiential learning to build the best practice appropriate to you and your teaching context. By using A Comprehensive Language Coaching Handbook you will: - improve your understanding of language coaching and its relation to language training and teaching practices; - be able to identify specific target clientele and situations when language coaching can support best; - be able to recognise when and how to apply language coaching practices; - develop an understanding of language coaching and related fields as an evidence-based framework; - have an understanding of how language coaching can be adapted in language teaching frameworks; - be able to reflect on your teaching and experiential learning at the end of each chapter. This book also: - provides clear examples of language coaching tools and coaching interventions (explaining how they can boost language learner confidence, success and autonomy) - offers case studies in which the full language coaching process can be seen; - provides a base for creating personalised action plans; - gives specific coaching and language coaching models to adapt for the classroom; - shares insights from international language coaching practitioners; - look at mindsets in language professionals teaching and their learners' approach to learning and provide ways to reframe.Table of ContentsIntroduction Part 1: Theory - A coaching overview - How language coaching supports language teaching - The language coaching process - Language coaching skills, competences and standards - Case studies - Language coaching in practice - Approaches to language coaching - A learning log - What lies ahead? - The merits of coaching - Language coaching tools - Professional dos and don'ts Part 2: Practice Appendices

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Book SynopsisTeaching and Learning English in the Early Years offers teachers an extensive repertoire of creative ideas and techniques to work with in the classroom. The A–Z format provides a memorable and easily-referenced manual for teachers, with a large variety of low-preparation, practical teaching ideas. Each one links clearly to a language point with easy-to-follow teaching notes. Each also links to a section providing further reflection and teacher development. The 26 chapters go from A to Z, each reflecting key areas in early years language teaching. They offer a combination of theoretical insight, methodological guidelines, and practical ideas for the classroom. There are chapters on classroom activities, plus key educational and developmental areas and areas of current topical interest. The range and combination of the chapters aims to broaden teachers’ understanding of what is involved in effective early years language teaching. It aims to raise their awareness of how to maximise children’s language learning in the context of their overall development. Each chapter starts with a quotation that is pertinent to the topic or theme. A concise and accessible introductory discussion then follows. This highlights relevant background theory and key methodological considerations, and sets the scene for the suggested practical applications which follow. Guidance is also in place to help teachers develop an understanding of how to differentiate their approach with younger and older pre-school children. At the end of each chapter, a professional development section includes questions for reflection as well as ideas to try out and share with other colleagues. The Glossary at the end defines any unfamiliar teaching terms. It provides a useful reference for child development and language teaching terminology that is used regularly throughout the book. This supports the professional development of early years language teachers in understanding and using the vocabulary of their profession.Table of ContentsA. Agency and Autonomy B. Building positive relationships C. Class puppet and Communication D. Digital media and technology E. Everyday lessons and learning routines F. Finding out about the world G. Games and play H. Home-school link I. Imagination and creativity J. Junk modelling, art and craft K. Kinaesthetic learning L. Literacy development M. Managing behaviour N. Nursery rhymes, chants and songs O. Outdoor activities and projects P. Picturebooks and storytelling Q. Questions and scaffolding techniques R. Recycling and Reviewing learning S. Social and emotional learning T. Thinking skills U. Using children’s mother tongue and other languages V. Values and Values education W. Words and language chunks X. Xtra ideas to keep in mind Y. Young children and assessment Z. Zest, Zeal and Zzzz – wellbeing for children and for you!

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Book SynopsisEmerging language (EL) is any unplanned language item that arises naturally during lessons that the teacher then chooses to focus on for clarification or modification, and this pedagogy is gaining traction year on year. It originally stemmed from Dogme, a popular movement that basically suggested not using coursebooks or set texts in class at all and working with what the students and the teacher themselves provide. Emergent language takes on board lessons learnt from using Dogme and current teaching practices. However, working with EL is considered a very difficult skill to master, especially for newer teachers or trainee teachers. Therefore, it is not often included on training courses or discussed at length in training manuals for teachers. Working with Emergent Language seeks to close this gap by making teachers more aware of what EL is and how they can learn to work with it more effectively and confidently. This book starts by drawing on the literature and the authors’ own experiences to make the case that working with EL is essential for language acquisition to occur and therefore a skill that language teachers should possess. The case is backed up by research and data from observations to explore how experienced teachers work with EL at different stages of a lesson and why they do so. To show how teachers work with EL, you will be introduced to a new framework of teacher intervention types. This draws on previous frameworks plus the authors’ own terms created following their extensive research. Transcripts and classroom commentaries from genuine lessons show how these interventions are used by teachers and why. Part two of Working with Emergent Language provides awareness-raising, practice, and reflective tasks to help new and experienced teachers develop their skills with EL. Teacher trainers and educators can also use these tasks during courses, workshops, and observations programmes in schools. Through these tasks, new teachers will be able to work with EL earlier in their careers. Teacher educators can also more confidently introduce EL on their courses. Through the tasks and discussion in this section, you will learn why reflective practice is central to teacher education and development, and through the use of tasks explained in the book, teachers can also take control of their development much earlier in their careers. The final part of the book addresses typical questions and issues about working with emergent language that teachers often ask. They dispel common conceptions suggesting that working with EL is difficult or inappropriate in some contexts and situations.Table of ContentsIntroduction Part 1: What is emergent language? Why work with emergent language? Creating the right conditions How to work with emergent language Exploring choices Part 2: Teacher development and emergent language Development tasks and commentaries Part 3: Working with emergent language in different teaching contexts Bibliography Acknowledgements

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Book SynopsisWisdom Stories offer absurd, creative, and often nonsensical narratives which work on many levels, are open to interpretation, and easily spark discussion and debate. In this book, Alan Maley shares Wisdom Stories from across the world and suggests a framework for how to use these for teacher training and development.

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Book SynopsisThe Being of Relation engages the relational weave of modes of existence that depart from normopathic, colonial, white frames. From Fernand Deligny's errant lines, to Edouard Glissant's difference without separability, an ethos of approximation of proximity is proposed that explores parapedagogies of resistance. 2 illus.

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Book SynopsisHigh-level Everyday English is the third book in the Practical Everyday English series. All the books are designed for students who already have good English, but this third one is especially for those who have reached a very advanced stage in their English studies...but still need a little help with difficult vocabulary. The method used is the same as in the previous two books, i.e. nearly all examples contain words and expressions which you will have studied either earlier in this book or in the other books.

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Book SynopsisAre you looking for an exciting opportunity to travel and work abroad? Teaching English as a foreign language is a fun and rewarding career choice if you want to see the world. Whether you’re a trained teacher, newly qualified or want to travel the globe, Teaching English Abroad is the most comprehensive guide to finding and securing a teaching job abroad. Packed with hundreds of different schools and placements across 90 countries from South Korea to Australia, there are a huge range of opportunities to choose from, including both long and short-term placements. Teaching English Abroad provides all the essential information you need, region by region, so you have a safe and successful trip. Inside find out: How valuable qualifications are to teaching abroad Which ELT courses available, lasting from a weekend to 3 years Where to search for jobs from recruitment organisations to websites How to prepare for your trip abroad and overcome any issues How other teachers found their work from personal accounts Now in its 16th edition, this new edition includes more than 50 new employer listings - from Switzerland to Taiwan, Georgia to Kenya, and Hungary to Bolivia. Trade Review"We consider this to be our bible!" -- Managing Director * TEFL Worldwide, Prague *

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Book SynopsisThis collection of essays and reflections starts from an analysis of the purposes of foreign language teaching and argues that this should include educational objectives which are ultimately similar to those of education for citizenship. It does so by a journey through reflections on what is possible and desirable in the classroom and how language teaching has a specific role in education systems which have long had, and often still have, the purpose of encouraging young people to identify with the nation-state. Foreign language education can break through this framework to introduce a critical internationalism. In a ‘globalised’ and ‘internationalised’ world, the importance of identification with people beyond the national borders is crucial. Combined with education for citizenship, foreign language education can offer an education for ‘intercultural citizenship’.Trade ReviewI enjoyed reading this book. It promises to be a typically clear and compelling discussion of the institutional implications for adopting an intercultural approach to language teaching in European schools. It deserves to be read and debated widely. -- Professor John Corbett, Department of English, University of GlasgowIt would be hard to deny the importance of Byram's excellent book. It is unique, because it views language teaching as a social and political activity and it gives new insights into the topic of foreign language education. The abundance of examples has a double merit in the book because, on the one hand, it helps in better understanding the topic and, on the other hand, it makes the book more interesting to read. Michael Byram's book is a worthwhile read and welcome addition to our body of knowledge on foreign language education. The book is of manageable size and scope and quite accessible to non-experts. At the same time, it is clearly worded, interesting, useful and opens new avenues for future research and study. -- Tünde Bajzát, University of Miskolc, Hungary * Linguist List 20.1850 *Table of ContentsAcknowledgements Introduction I FOREIGN LANGUAGE EDUCATION Purposes 1 Foreign Language Education in Context 2 Purposes for Foreign Language Education Possibilities 3 Is Language Learning Possible at School? 4 The Intercultural Speaker – Acting Interculturally or Being Bicultural 5 Intercultural Competence and Foreign Language Learning in the Primary School 6 Analysis and Advocacy: Researching the Cultural Dimensions of Foreign Language Education Perspectives 7 Nationalism and Internationalism in Language Education 8 Language Learning in Europe 9 Foreign Language Teaching as Political Action II INTERCULTURAL CITIZENSHIP EDUCATION 10 Language Education, Political Education and Intercultural Citizenship 11 Education for Intercultural Citizenship 12 Policies for Intercultural Citizenship Education 13 Curricula for Intercultural Citizenship Education 14 Assessment and/or Evaluation of Intercultural Competence and Intercultural Citizenship Conclusion References Appendix

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Book SynopsisETpedia is an essential resource for those who teach English as a second or foreign language. It provides new or experienced teachers with 1,000 creative tips, techniques, questions, thoughts and ideas on common teaching and classroom issues. Each section covers a different aspect of teaching and offers a selection of 10 tips or pointers to aid and inspire practice. The content includes teaching language points, planning and preparing lessons, writing materials, supporting colleagues, tackling teacher's block and developing personal practice. A flexible and adaptable resource, it can be dipped into or read cover to cover as preparation for a first teaching job. The layout and wide margins allow space for writing notes about how the materials were used or adapted and supplementary PDFs and video are accessible online to support the use of the resource in practice. ETpedia can be used with all levels and ages and for one-to-one or classroom teaching.Table of ContentsContentsIntroduction10 reasons for using this book10 ways to use this book10 facts about the author 1,000 ideas for English language teachersPreparation and planning 10 questions to ask about a new class 10 parts of a learner's profile10 questions for a needs analysis10 descriptions of language level 10 points to consider in your lesson planning10 classroom layouts10 considerations when planning boardwork 10 tips for the rest of your course 10 activities for your first lesson 10 ways to build rapport 10 instructions to teach a new class 10 classroom rules10 ways to start a lesson10 ways to end a lesson 10 roles that teachers have in the classroom 10 tips on homework10 ways to motivate10 questions to ask your students after a few weeks 10 activities for the topics of PEOPLE and HOMES 10 activities for the topic of FOOD 10 activities for the topics of TRANSPORT and TRAVEL10 activities for the topics of FREE TIME and SPORT 10 activities for the topic of CULTURE 10 activities for topic of SCHOOL and EDUCATION 10 activities for the topic of WORK and BUSINESS 10 activities for the topics of NEWS, MEDIA and FILM10 ways to drill new language10 sets of useful phrases 10 types of exercise for functional expressions10 free practice speaking activities with functions 10 ways to generate discussion10 steps to classroom presentations 10 sets of expressions for giving classroom presentations 10 presentation topics for students 10 ways to correct a spoken mistake10 more opportunities for speaking practice during a lesson10 sources of listening material in the classroom 10 activities to develop listening skills 10 ideas for developing note-taking skills while listening 10 types of dictation 10 points to consider about reading 10 ideas to add variety to a reading lesson10 types of written text types 10 writing techniques to develop in class10 subskills for teaching writing10 symbols to use for correcting writing 10 classroom aids10 activities using the objects around you10 ways to use Cuisenaire rods10 ways to use a board game10 sets of questions to ask about an image10 ways to use video in the classroom 10 ways to use online games10 questions to ask yourself before you use technology in the classroom 10 popular websites for English language teachers 10 timelines for presenting tenses10 ways to vary a grammar gapfill exercise10 activities for practising question forms 10 sentences for a grammar auction10 ways to present a new word 10 aspects to knowing a new word 10 activities for practising vocabulary 10 sets of vocabulary dominoes10 quick types of vocabulary test 10 ways to develop awareness of phonemes 10 activities for contrasting phonemes 10 awareness-raising activities with intonation 10 tips on teaching connected speech 10 tips and activity types for teaching young learners 10 issues and strategies for teaching teenagers10 strategies for teaching exam classes10 things that make teaching business English different10 ideas for teaching one-to-one classes10 tips for teaching beginners 10 strategies for teaching mixed-ability or multi-level classes 10 tips on teaching monolingual classes 10 ideas for your professional development10 tips on developing a PLN10 key acronyms with the word English 10 training courses and qualifications you could take next 10 future career paths in ELT Appendix

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Book SynopsisTeaching Grammar: From Rules to Reasons is a book which outlines an alternative approach to teaching grammar in the language classroom. It explores what speakers and writers of English do with grammar, and how language students can be guided to discover what they mean.This book comprises of lesson materials, systematic lesson procedures, discovery techniques and explores replication activities that can be incorporated into a syllabus and used as demonstration lessons. Teaching Grammar: From Rules to Reasons aims to help teachers to develop their knowledge of grammar, provide a source of grammar lessons and instigate new ways of planning and organising lessons.Table of ContentsSection 11. Why focus on grammar in the language classroom?2. The use of grammar rules3. From rules to reasonsSection 21. Teaching resources2. Creating your own resourcesSection 31. Section 32. Teacher's notes3. Bibliography

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Book SynopsisAs using technology in the classroom gets more prevalent and students get more technology savvy, many ELT teachers will be searching for new ways to use and accommodate technology in the classroom. ETpedia Technology provides you with advice and ideas for using technology to support your students' learning. The ETpedia series focuses on providing teachers with accessible and useful advice, ideas and activities, all through the format of units of 10. Other resources include the original ETpedia with 1000 ideas for language teachers and ETpedia Business English.

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Book SynopsisETpedia Materials Writing is a complete reference guide for any English teacher looking to create their own materials. It is made up of units of 10 tips, which each provide advice and ideas for creating materials, from basic principles to more extensive material writing. These tips will inspire you whether you are writing materials for the first time or if you are simply looking to further develop your skills. It is the fourth book in the ETpedia series, a set of resources aimed at providing ELT teachers with everything they need in one accessible resource.

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Book SynopsisETpedia Grammar provides English language teachers with a wide range of techniques, tips, ideas and activities to help you plan and deliver lessons with grammar. With 50 units covering key areas of grammar, each unit contains a set of 10 preparation-friendly activities which provide the perfect starting point for new teachers and offer inspiration to more experienced teachers. This resource also contains printable worksheets and space to write your own tips.Table of Contents1. Introduction. 2. The basics. 3. Pronouns and clauses. 4. Adjectives and adverbs. 5. Present forms. 6. Modal verbs (present). 7. Past forms. 8. Future forms. 9. Conditionals. 10. Other verbs forms. Appendix.

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Book SynopsisETpedia Teacher Training provides both new and more experienced teacher trainers working in a variety of different contexts with pointers, ideas and activities for supporting both pre- and in-service teachers. Each unit of 10 tips is easy to use and will aid or inspire you whether you are dipping in for a quick idea or looking for more comprehensive guidance. Here are 10 reasons to use it as part of your teacher training practice: 1. Learn more about the different aspects of a teacher trainer's role 2. Get support with making the transition from teacher to trainer 3. Make your training more engaging 4. Get inspiration for preparing input sessions 5. Recap techniques and activities you haven't used in a while 6. Supplement your repertoire with fresh new ideas 7. Develop your mentoring skills 8. Use alternative approaches to observation 9. Fine-tune your feedback skills 10. Integrate online training techniques

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Book SynopsisCreativity is an exciting concept in learning and teaching today, not least in the field of ELT, with numerous books, publications, conferences and websites dedicated to exploring ideas around the theme. The Creative Teacher's Compendium offers teachers an extensive repertoire of creative ideas and techniques to work with in the classroom, each one clearly linked to a language point with easy-to-follow teaching notes, and also to a section which provides further reflection and teacher development. The A-Z format provides a memorable and easily-referenced manual for teachers, with a large variety of low-preparation, practical teaching ideas. Through its clear links to specific language points and also to teacher reflection, The Creative Teacher's Compendium is significantly different in both its approach and content from other resource books on creative language teaching. Antonia and Alan do a lot of teacher training in various countries around the world, and regularly speak at conferences. The teachers we meet are forever asking us where they can get hold of all these lovely ideas, so they decided to put them in a book. The book provides an alphabetical list of chapters with topics related to creative language teaching, covering themes such as Art, Beginnings, Conversations, Dictation, Emotions, Film etc. Each chapter begins with a relevant quote related to the topic, followed by a short discussion of why this area is important for creative language teaching. This introduction provides a clear rationale and directs teachers to relevant research in the area. Then follow a series of creative activities which can be used as they are or easily adapted to suit teachers' and learners' needs. The creative activities are always clearly linked to suggested language points, and sample materials show how these can be explicitly exploited. The chapters end with ideas for reflective teacher development and tasks which can be used for workshops.

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Book SynopsisTeaching young learners can be a huge amount of fun. As teachers we can introduce all sorts of games, projects and variations on traditional exercises. All this needs careful structuring if the resulting activity is to be manageable and, more importantly, if it is going to help students learn and practise words and sentences in English. In Structuring Fun for Young Learners you'll learn about the principles behind that structure with a roller coaster ride of colourful ideas, examples and anecdotes as their vehicle. There are over three hundred diagrams and photographs to help explain exactly how the described activities work and give you the flavor of ELT classes at primary level. When fun in the classroom is properly structured, everyone is a winner. Your students will remember those activities for years and you will still be able to cover your course content without compromising on classroom management. In order for all this to happen, important questions such as: 'How do children behave in classrooms?' 'Why do they want to do some tasks and refuse to do others?' 'What is learning anyway and how can we tie our target words and sentences to the activities we do?' have to be asked. These fundamentals are covered in the first five chapters of the book. The second part of the book explores movement, text, space, novelty objects, teacher-student dialogue, personalisation, clips, images, support for learners, use of coursebooks and your own professional development as a young learner teacher. So, whether you are a new teacher, a seasoned veteran or teacher trainer with young learners classes this is the book for you.Table of ContentsIntroduction Part 1 Chapter 1: Working with groups of young learners - the basics Chapter 2: Classroom management - some more little tricks Chapter 3: What is creative young learner teaching? Chapter 4: Language content 1 - Teaching words and sentences Chapter 5: Language content 2 - Scripting events Part 2 Chapter 6: Exploring fun 1 - Novelty objects Chapter 7: Exploring fun 2 - Using space, our senses and time Chapter 8: Exploring fun 3 - Playing with text and truth Chapter 9: Exploring fun 4 - Movement and moving tasks Chapter 10: Task design for games, stories and crafts Chapter 11: Personalisation and agency Chapter 12: The massive potential of clips and images Chapter 13: Themed lessons - Potatoes, turmeric and stickers Chapter 14: Providing support in the classroom Chapter 15: Making better use of the coursebook Chapter 16: Observed lessons and professional development Bibliography

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Book SynopsisThe Teaching English series offers a mixture of methodology and practical ideas for teachers of English as a foreign language. The Teaching English Online series complements the main series, offering a mixture of methodology and practical ideas to get teachers started on an online platform, and to support them in creating and delivering dynamic and creative lessons whether they are teaching solely online or in combination with physical classes. Structuring Fun for Young Language Learners Online aims to provide ELT teachers, directors of studies and academic managers with advice about making the transition to teaching online, including: examples related to the author's own experience, online safety and best practice; managing your online classroom, dealing with stress and supporting learners; adapting traditional tasks and making the most of the online medium. The book includes a wide range of colourful activities and numerous illustrations and examples from actual online classes. Throughout, the goal is to help make lessons enjoyable for both teacher and learners. The emphasis is on low-tech, low-prep lessons with maximum results, whilst keeping the focus clearly centred upon the goal of increasing children's familiarity with and ability to produce words and sentences in English. In Structuring Fun for Young Language Learners Online the author examines how many principles of best practice (as covered in the recently-published Structuring Fun for Young Learners in the ELT Classroom, Chris Roland, Pavilion Publishing, 2020) from face-to-face lessons translate to online teaching. The author highlights what teachers will need to approach a little differently, and looks at where the new medium allows us to do things that we could not do so easily before. This book can be used for self-study, as guided reading on more structured training courses - where the three boxes for reflection and discussion at the end of each chapter (Questions for Reflection, Things to Try and Things to Share) can be used as the basis for group discussion - or for trainers preparing their own sessions at an in-house level.Table of ContentsIntroduction 1. Key principles for teaching Young Learners online - Classroom management - Language teaching and content 2. Online safety - Access to lessons - Our learners' data - Physical well-being and harmony at home - Clips and appropriacy 3. Teaching live online: set up, management and support - What online classes are like - Small gains that make things run more smoothly - Classroom management - Stress - Support 4. Creative live online teaching - Fun and structure - Guessing games - Conversion activities and counting games - Flashcard-based activities - Class mascots - Dictations - Songs - Responsive planning - Predictions and preferences - Clips 5. Evaluating online lessons - The criteria outlined - Suggested criteria descriptors 6. Final thoughts Bibliography Downloadable resources (available online only) 1. Ready-made messages 2. Microphone code visuals 3. Keyboard literacy measure 4. Keyboard literacy measure results table 5. Counting coins 6. Dictation pattern key 7. 'Monster numbers' conversion activity 8. Supporting key for 'I like...' activities

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Book SynopsisDo you want to learn more about the evidence, or lack of evidence, supporting common teaching strategies and procedures? An Introduction to Evidence-Based Teaching in English Language Learning compiles the evidence in one place for you, rather than scattered across a variety of sources: online blogs, conference reports and disparate journal papers. This practical and accessible resource begins by identifying what 'evidence-based teaching' is. It then outlines the key strategies, briefly describing how and why they are supported by evidence. Finally, it moves on to show the practical application of these strategies in ELT with concrete examples and activities. By using the book, teachers, teacher trainers and educators will: have developed a greater understanding of what evidence-based teaching is and have the tools to evaluate teaching practices; know where to find research to back up evidence-based practice; understand the importance of evidence for how the brain works and how this knowledge helps to combat erroneous beliefs about teaching and learning; have increased their knowledge of the importance of prior knowledge to teaching and learning, and the evidence for this; understand how the memory works as well as cognitive load theory, and the evidence for this;have deepened their understanding of evidence-based teaching strategies and interventions; be able to contrast evidence-based ideas and practices with other teaching interventions not supported by research; have learned how to critically apply evidence-informed ideas and understand ideas and practices that are not supported by evidence; be able to evaluate strategies and interventions in the ELT classroom that have evidence to support or refute them. This book is designed to be a supplement to any initial or in-service teacher education course as well as for teachers at any level who are interested in evidence-based teaching in English Language classes. You should read alongside core teacher training texts, in order to be able to examine common teaching practices.

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Book SynopsisHistorically, English language teachers have not been trained in how to effectively teach authentic listening. Consequently, they avoid using authentic recordings with their students. In addition, the scripted and graded recordings used to model new language (lexis and grammar) in coursebooks are very different from the spontaneous spoken English students encounter beyond the ELT classroom. We are currently doing our students a huge disservice in not training them to cope with authentic speech. This is what the author seeks to remedy in Integrating Authentic Listening into the Language Classroom. Creating a methodology book like this, which leads the field in terms of providing the theory behind listening to spoken English in addition to practical guidance and useful examples, means readers will benefit from learning the theory behind using authentic listening and then understand the need to integrate authentic listening in their classrooms. It will equip readers with the knowledge and skills to use authentic recordings in the classroom. This will enable new and experienced teachers to give excellent foolproof listening lessons using authentic recordings. They can motivate their students, equipping them to cope with listening to spontaneous spoken English beyond the classroom. The book contains 28 easy-to-digest chapters and aims to be accessible for both new and experienced teachers. It contains tried-and-tested decoding and comprehension activities that work in the ELT classroom. The examples and anecdotes given make the activities relatable to a wide range of teaching contexts. It also contains additional transcripts referred to in the main body of the book, a glossary of key terms, references and an index. This title is part of the Teaching English series, which offers a mixture of methodology and practical ideas for teachers of English as a foreign language.Table of ContentsIntroduction Part 1: Theory Exploring listening in the ELT classroom Common misconceptions and contentious issues A critique of the current approach to 'teaching' listening Myth versus reality Teaching listening: The challenges of connected speech The characteristics of formal public spoken English The characteristics of informal spontaneous spoken English L1 and L2 listening processes: Decoding challenges for L2 learners Meaning building challenges for L2 learners Part 2: Practice Guiding principles behind the integrated approach Firm foundations: Teaching learners about listening Listening goals Practising listening using written comprehension tasks Practising meaning building with the teacher as a facilitator Practising decoding and increasing automaticity Further uses of authentic recordings Using International English recordings Rationale for using authentic recordings in high-stakes international examinations Appendices

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Book SynopsisETpedia Pronunciation is the go-to book for teaching pronunciation. It provides all the key terms and techniques in easy-to-understand terms, and equips teachers with a huge range of creative ideas and activities for pronunciation lessons, whether they are being conducted in the classroom or online. Whether you are a newly qualified teacher looking for a one-stop resource or a more experienced teacher looking to expand your skills and integrate pronunciation more actively into their lessons, ETpedia Pronunciation offers 500 tips and ideas to help! With the dramatic rise in live online teaching, the book also includes a special feature on how to teach pronunciation online and make maximum use of the technology available. Like the rest of the ETpedia series, it is organised in 50 units, alongside a comprehensive Appendix full of photocopiable handouts with additional classroom activities. Each unit provides you with 10 tips, ideas or activities related to theory and practice in the classroom as well as suggestions for homework and self-study tasks. ETpedia Pronunciation is the twelth title in the popular ETpedia series from Pavilion ELT at Pavilion Publishing.Table of ContentsIntroduction Getting started The basic toolkit Knowledge and practical activities Integrating pronunciation Online teaching and technology Materials writing and further development Bibliography

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Book SynopsisTeachers of English language learners in 21st-century classrooms face a daunting task. The nature of language is complex, learners' needs are diverse, academic content challenges students, and the demand for accountability is an educational reality.Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms offers sound advice and practical steps for confronting these challenges. As a companion to TESOL's 2006 PreK-12 English Language Proficiency Standards, Paper to Practice illustrates how the TESOL standards can function as a starting point for action in all classrooms serving English language learners.Paper to Practice is organized in two sections. Section I, on how to approach the standards, analyzes the language of school, elaborates on the components of the TESOL English language proficiency standards, and examines how the standards exemplify the academic language required for student achievement. Section II, on how to implement standards-based instruction and assessment, encourages collaboration among educators in their efforts to use the English language proficiency standards in developing meaningful curricula and instructional practices for English language learners.In each chapter, Guiding Questions stimulate discussion, Vignettes contextualize the content in a variety of settings, Tasks spark new ideas, and Reflect and Respond sections encourage application of the key themes. The book's format is ideal for use in personal study as well as pre-service or in-service workshops.Paper to Practice offers a wealth of information and ideas for educators seeking to infuse the TESOL English language proficiency standards into curriculum, instruction, and assessment. By working together to implement a standards-based language curriculum framework, teachers can contribute to a cohesive and equitable educational system for all.

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Book SynopsisAdult language learners have specific learning goals that reflect their lives within a global society, and adults negotiate multiple and changing identities throughout their personal, academic, and professional lives. Chapters in Authenticity in the Language Classroom and Beyond: Adult Learners highlight how teachers havethe ability to transform language instruction from a mechanical learning experience to a dynamic interaction to assist learners in reaching real-world goals. Rather than focus only on native-speaker norms of language production, English language instruction can provide adult learners with opportunities to create and act on their own texts, engage meaningfully with audiences, and develop interactions that mirror their purpose for learning. The chapters in this volume demonstrate how language teaching practices engage learners in authentic experiences, using and producing texts to meet international and localized communication needs.All the chapters in this volume demonstrate that authenticity is more than just the materials we use. Authenticity also means using language for real purposes. It means engaging students in collaborative learning, involving discussions, negotiations, and decision making. Authenticity is creating real uses for English, not just modeling native-speaker language and culture. With English increasingly being used as a lingua-franca to connect second language speakers, authenticity takes on new meanings as we seek to develop learners who can face the challenge of communicating effectively in an increasingly globalized world.

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Book SynopsisThe classroom practices discussed in Effective Second Language Writing reflect various trends and methodologies; however, the underlying theme in this volume of the Classroom Practice Series is the need for clear and meaningful communication between ESL writers and their readers. While approaches differ, two core beliefs are constant: ESL students have something important to say, and ESL writing teachers can help them say it. Effective instruction starts with meaningful writing tasks, integrates a variety of skills and technologies, builds competencies, requires critical thinking, and employs appropriate resources. This volume of ideas and insights willenable ESL teachers to help their writing students find purposeful voices that resonate across countries, customs, disciplines, and cultures.

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Book SynopsisLanguage teachers have long been aware of the devastating effect of learners' grammatically correct, yet situationally inappropriate spoken or written communication. This volume addresses how to raise learner awareness of pragmatic gaffs through research-based, fieldtested activities such as composing e-mail requests, giving advice,making workplace requests, expressing opinions, providing constructive peer-to-peer critical feedback, negotiating refusals, and collaborating through activities enabled by an online tool called Talkpoint. Teachers are given vital support in these activities through extensive worksheets, audio files, transcripts, and answer keys.The chapters in this volume provide information and activities primarily related to the realization of speech acts and the effect of different contexts on their form. The subsequent volume, Pragmatics: Teaching Natural Conversation, focuses on the role of formulas in performing speech acts and on the characteristics of longersequences.

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Book SynopsisListening is the most important of the four language skills and is used most often in everyday communication. Teachers need innovative ways to address the particular listening problems emerging in their own contexts. Teaching Listening: Voices From the Field shares successful practices employed by teachers at different levels of education around the world.The teachers in this book show how they built listening activities around a corpus of academic speech, a checklist of listening dimensions, a manipulated text, a telephone message on healthcare, a song, a challenging movie, an audiobook, podcasts, TV talk shows, note taking, and audio recordings of key concepts from a course. These classroom practices will greatly enrich teachers' repertoire of tools for listening development in the TESOL discipline.

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