Practice in TESOL

ISBN-13: 9780748645534 / Angielski / Twarda / 2015 / 224 str.

Farr; Fiona Farr

Opis

Building on existing practice-based TESOL experience, knowledge and research, Practice in TESOL covers a range of topics that will comprehensively inform and enhance preparation for classroom practice. The book adopts three underlying principles to offer an accessible and highly practical resource for beginning and novice teachers.
Firstly, it is strongly evidence-based, and mediates the relevant international research so that it becomes useful for beginner teachers. Secondly, it remains true to strong pedagogic foundations, while considering how technology can be appropriately integrated to enhance language teaching and learning. Thirdly, it takes a broader perspective on practice to include detailed discussions about teaching practice and feedback, reflective practice, and professional development and research.
Drawing on the author's own experiences and research as a teacher and educator, incorporating international case studies and examples, and including guided tasks and activities that can be carried out in-class, as well as independently outside the classroom, Practice in TESOL is an invaluable practical resource for TESOL student teachers and practising teachers.
Edinburgh Textbooks in TESOL
This series of advanced textbooks in TESOL comprises individual volumes addressing an identifiable subfield within TESOL in more depth than would be found in an introductory textbook to the area as a whole. Each volume is designed for use alongside module-length topics on TESOL programmes and emphasises intercultural awareness and the practical applications of theory.

Spis treści

CONTENTS; SERIES EDITORS’ PREFACE; Chapter 1: INTRODUCTION: FROM LEARNER TO TEACHER; 1.1: Introduction; 1.2: You as a Teacher; 1.3: The Structure of the Book; CHAPTER 2: THINKING ABOUT YOUR LEARNERS; 2.1: Introduction; 2.2: Learners as Individuals; 2.3: Autonomy in Language Learning; 2.4: Language Proficiency Levels; 2.5: Further Reading One; 2.6: Further Reading Two; 2.7: Summary; 2.8: Additional Readings; CHAPTER 3: THINKING ABOUT YOUR MATERIALS (by Elaine Riordan); 3.1: Introduction; 3.2: Published Materials; 3.3: Authentic Materials; 3.4: Corpus-based Materials; 3.5: Further Reading One; 3.6: Further Reading Two; 3.7: Summary; 3.8: Additional Readings; CHAPTER 4: OBSERVING TO LEARN; 4.1: Introduction; 4.2: Preparing to Observe; 4.3: Doing an Observation: the whats and hows; 4.4: Post-Observation – What does it mean for me?; 4.5: Further Reading One; 4.6: Further Reading Two; 4.7: Summary; 4.8: Additional Readings; CHAPTER 5: THE LESSON PLAN; 5.1: Introduction; 5.2: Considering the Content; 5.3: The Written Plan; 5.4: Principled Deviation; 5.5: Further Reading One; 5.6: Further Reading Two; 5.7: Summary; 5.8: Additional Readings; CHAPTER 6: IN THE CLASSROOM (by Angela Farrell); 6.1: Introduction; 6.2: Teacher Identity and Teaching Approach; 6.3: Classroom Environment and Relationships; 6.4: Target Language Use and Communication Practices; 6.5: Further Reading One; 6.6: Further Reading Two; 6.7: Summary; 6.8: Additional Readings; CHAPTER 7: TEACHING PRACTICE FEEDBACK; 7.1: Introduction; 7.2: Preparing for Feedback; 7.3: The Discourse of Teaching Practice Feedback - What can I expect?; 7.4: The Teacher’s Responsibility as Collaborator; 7.5: Further Reading One; 7.6: Further Reading Two; 7.7: Summary; 7.8: Additional Readings; CHAPTER 8: REFLECTIVE PRACTICE AND CONTINUING PROFESSIONaL DEVELOPMENT; 8.1: Introduction; 8.2: The Dimensions of Reflective Practice; 8.3: The Role of Cooperation; 8.4: The Professional Development Portfolio; 8.5: Further Reading One; 8.6: Further Reading Two; 8.7: Summary; 8.8: Additional Readings; CHAPTER 9: TEACHER RESEARCH ENGAGEMENT; 9.1: Introduction; 9.2: Being Teacher and Researcher; 9.3: The Action Research Approach; 9.4: The Beginning, Middle and End of Action Research; 9.5: Further Reading One; 9.6: Further Reading Two; 9.7: Summary; 9.8: Additional Readings; CHAPTER 10: CONCLUSION; REFERENCES; Appendix 1: Examples of Published Materials; Appendix 2: Examples of Online Materials; Appendix 3: Examples of Corpus-Informed Materials; Appendix 4: Examples of Online Corpora and Concordancers; Appendix 5A: Review of Key Terms and Concepts; Appendix 5B: Glossary; Appendix 6: Teacher Dress and Behaviour; Appendix 7: Teacher Strategies; Appendix 8: Pedagogic Options/Responses to Different Types of Discipline Problems