What English language teachers need to know  v. 1 ~ v. 3

Denise E. Murray and MaryAnn Christison

Designed for pre-service teachers and teachers new to the field of ELT, Volume II and its companion are companion textbook, Volume I, are volumes organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? Volume I covers the characteristics of the context in which teachers work, how English works and how it is learned, and the teacher's role in the larger professional sphere of English language education. Volume II covers the three main facets of teaching: planning, instructing, and assessing. The focus throughout is on outcomes, that is, student learning. The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).

「Nielsen BookData」より

Designed for pre-service teachers and teachers new to the field of ELT, Volume II and its companion are companion textbook, Volume I, are volumes organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? Volume I covers the characteristics of the context in which teachers work, how English works and how it is learned, and the teacher's role in the larger professional sphere of English language education. Volume II covers the three main facets of teaching: planning, instructing, and assessing. The focus throughout is on outcomes, that is, student learning. The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).

「Nielsen BookData」より

Designed for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know I and II are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? The focus throughout is on outcomes, that is, student learning. Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom: the characteristics of the context in which they work how English works and how it is learned their role in the larger professional sphere of English language education Volume II, on facilitating learning, covers the three main facets of teaching: planning instructing assessing The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).

「Nielsen BookData」より

Designed for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know I and II are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? The focus throughout is on outcomes, that is, student learning. Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom: the characteristics of the context in which they work how English works and how it is learned their role in the larger professional sphere of English language education Volume II, on facilitating learning, covers the three main facets of teaching: planning instructing assessing The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).

「Nielsen BookData」より

What English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes). Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula-linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning. Features * Situated in current research in the field of English language teaching and other disciplines that inform it * Sample data, including classroom vignettes * Three kinds of activities/tasks: Reflect, Explore, and Expand

「Nielsen BookData」より

What English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes). Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula-linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning. Features * Situated in current research in the field of English language teaching and other disciplines that inform it * Sample data, including classroom vignettes * Three kinds of activities/tasks: Reflect, Explore, and Expand

「Nielsen BookData」より

[目次]

  • Brief Contents Preface Acknowledgements Part I: Contexts for ELT Curricula 1 The Nature of Curriculum Design 2 Social, Political, and Historical Contexts 3 The World of ELT 4 Technological Context Part II: Key Processes in Curriculum Design 5 The Cycle of Curriculum Design 6 Using Curriculum to Connect Lessons, Courses, and Programs 7 Quality Assurance and Curriculum Part III: Linguistic-based Curricula 8 The Structural Approach 9 The Notional-Functional Approach 10 The Academic Language Functions Approach 11 A Genre and Text-based Approach 12 A Vocabulary Approach 13 A Skills-based Approach Part IV: Content-based Curricula 14 The Integration of Content and Language 15 Topical and Situational Approaches Part V: Learner Centered Curricula 16 A Negotiated Curriculum 17 A Humanistic Curriculum 18 A Task-based Curriculum Part VI: Learning Centered Curricula 19 Outcome-based Education 20 Competency-based Curriculum 21 Standards-based Curriculum

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[目次]

  • Preface Acknowledgements Part 1: Identity and Context 1. Learner Identities 2. The World of English 3. English Learning around the World 4. The Cultural Context 5. Learning about Identity and Setting Part 2: Teacher Language Awareness 6. The Sound System 7. The Word System 8. The Sentence System 9. Beyond the Sentence: Spoken and Written Language Part 3: Learning 10. Theories of Learning 11. An Introduction to Second Language Acquisition 12. Second Language Acquisition and Language Pedagogy 13. Learning Theories in the Classroom Part 4: Professionalism 14. Sustaining Professionalism

「Nielsen BookData」より

[目次]

  • Preface Acknowledgements Part 1: Identity and Context 1. Learner Identities 2. The World of English 3. English Learning around the World 4. The Cultural Context 5. Learning about Identity and Setting Part 2: Teacher Language Awareness 6. The Sound System 7. The Word System 8. The Sentence System 9. Beyond the Sentence: Spoken and Written Language Part 3: Learning 10. Theories of Learning 11. An Introduction to Second Language Acquisition 12. Second Language Acquisition and Language Pedagogy 13. Learning Theories in the Classroom Part 4: Professionalism 14. Sustaining Professionalism

「Nielsen BookData」より

[目次]

  • Preface Acknowledgements Part 1: Planning 1. Planning Curriculum 2. Planning Lesson Content 3. Planning Activities and Managing Interaction 4. Planning Materials Part 2: Instructing for Learning 5. Teaching Young Learners 6. Teaching Adolescent Learners 7. Adult Immigrant and Refugees 8. Post Secondary Adults 9. Workplace Literacy 10. Integrating Language and Content 11. Exploring One's Own Instruction Part 3: Assessing for Learning 12. Formative and Alternative Assessment 13. Large-scale Assessment 14. Program Evaluation

「Nielsen BookData」より

[目次]

  • Preface Acknowledgements Part 1: Planning 1. Planning Curriculum 2. Planning Lesson Content 3. Planning Activities and Managing Interaction 4. Planning Materials Part 2: Instructing for Learning 5. Teaching Young Learners 6. Teaching Adolescent Learners 7. Adult Immigrant and Refugees 8. Post Secondary Adults 9. Workplace Literacy 10. Integrating Language and Content 11. Exploring One's Own Instruction Part 3: Assessing for Learning 12. Formative and Alternative Assessment 13. Large-scale Assessment 14. Program Evaluation

「Nielsen BookData」より

[目次]

  • Brief Contents Preface Acknowledgements Part I: Contexts for ELT Curricula 1 The Nature of Curriculum Design 2 Social, Political, and Historical Contexts 3 The World of ELT 4 Technological Context Part II: Key Processes in Curriculum Design 5 The Cycle of Curriculum Design 6 Using Curriculum to Connect Lessons, Courses, and Programs 7 Quality Assurance and Curriculum Part III: Linguistic-based Curricula 8 The Structural Approach 9 The Notional-Functional Approach 10 The Academic Language Functions Approach 11 A Genre and Text-based Approach 12 A Vocabulary Approach 13 A Skills-based Approach Part IV: Content-based Curricula 14 The Integration of Content and Language 15 Topical and Situational Approaches Part V: Learner Centered Curricula 16 A Negotiated Curriculum 17 A Humanistic Curriculum 18 A Task-based Curriculum Part VI: Learning Centered Curricula 19 Outcome-based Education 20 Competency-based Curriculum 21 Standards-based Curriculum

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この本の情報

書名 What English language teachers need to know
著作者等 Christison, Mary Ann
Murray, Denise E.
シリーズ名 ESL and applied linguistics professional series
巻冊次 v. 1
v. 2
v. 3
出版元 Routledge
刊行年月 2011-
ページ数 v.
大きさ 23-24 cm
ISBN 9780415662543
9780415662550
9780415806398
9780415806404
9780415806411
9780415806381
NCID BB03431586
※クリックでCiNii Booksを表示
言語 英語
出版国 アメリカ合衆国
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