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In this concise and practical book, Martel advocates for a content-based approach to foreign language curriculum design that emphasizes communicative competence, cognitive engagement, and social justice. Intended primarily for busy teachers with limited preparation time, the book includes: An introduction to content-based instruction and its use to date in foreign language education Step-by-step strategies for designing content-based unit plans, lesson plans, and assessments A complete curricular unit that serves as a guiding example, including nine lesson plans and a summative assessment The book is accompanied by a website that will feature additional examples of content-based curricular materials across a range of languages and proficiency levels, available at http://cbi.middcreate.net/movingbeyond.
The various types of syllabi and the host of related issues in the field of second language teaching and course development manifest the significance of syllabus design as one of the most controversial areas of second language pedagogy. Teachers should be familiar with different types of syllabuses and be able to critically analyze them. Issues in Syllabus Design addresses the major types of syllabuses in language course development and provides readers with the theoretical foundations and practical aspects of implementing syllabuses for use in language teaching programs. It starts with an introduction to the concept of syllabus design along with its philosophical foundations and then briefly covers the major syllabus types from a historical perspective and pedagogical significance: the grammatical, situational, skill-based, lexical, genre-based, functional notional, content, task-based, negotiated, and discourse syllabus.
This edited volume brings together ten compelling ethnographic case studies from a range of global settings to explore how people build metalinguistic communities defined not by use of a language, but primarily by language ideologies and symbolic practices about the language. The authors examine themes of agency, belonging, negotiating hegemony, and combating cultural erasure and genocide in cultivating meaningful metalinguistic communities. Case studies include Spanish and Hebrew in the USA, Kurdish in Japan, Pataxó Hãhãhãe in Brazil, and Gallo in France. The afterword, by Wesley L. Leonard, provides theoretical and on-the-ground context as well as a forward-looking focus on metalinguistic futurities. This book will be of interest to interdisciplinary students and scholars in applied linguistics, linguistic anthropology and migration studies.
Viewpoint is an innovative course that's based on extensive research into the Cambridge English Corpus, taking students from a high intermediate to advanced level of proficiency (CEFR: B2 - C1). Viewpoint Level 1 Teacher's Edition with Assessment CD-ROM, features page-by-page teaching notes, with step-by-step lesson plans, audio scripts, and answer key for the Level 1 Student's Book and Workbook. It also includes fully customizable quizzes for each unit, as well as mid-terms and end-of-book tests.
This book focuses on strategies and procedures for assessing the academic language ability of students entering an English-medium university, so that those with significant needs can have access to opportunities to enhance their language skills.
Teacher Narratives from the Eikaiwa Classroom: Moving Beyond “McEnglish.” Edited by Daniel Hooper and Natasha Hashimoto This book includes 16 chapters written by current and former eikaiwa (English conversation school) teachers to illustrate a complexity within the eikaiwa profession that has been thus far largely ignored. Through teacher narratives, the authors explore the unique and often problematic world of eikaiwa to present a counter narrative to what the editors regard as blanket stereotyping of a multifaceted and evolving teaching context. Eikaiwa schools are found in virtually every city and town in Japan. They provide conversation and test-preparation classes for learners of all ages. Those attending eikaiwa may be looking to prepare for an overseas holiday or work placement, achieve a required TOEIC score for their company, or simply enjoy a new hobby and socialise with people from different cultures and backgrounds. Eikaiwa teachers often need to negotiate conflicting demands from students, parents, management, and society at large. Furthermore, opportunities for professional development are scarce and research on this context is virtually non existent. Despite the massive scale of the eikaiwa industry and the varied roles that teachers are required to fulfil within it, expatriate and ELT communities have also tended to stigmatise the work of eikaiwa teachers as being simplistic and uniform. As a result, many former eikaiwa teachers choose to “forget” their eikaiwa past and the way it shaped them as professionals. This volume provides an important opportunity for eikaiwa teachers to share their stories and for the editors to present a coherent and convincing case for the value that the experiences of working in English conversation schools has for our understanding of teaching and learning languages.