Books in the Cambridge Language Teaching Library series

Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers´ understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children´s language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English.

This second edition is an extensive revision of this successful text. Like the first edition, it surveys the major approaches and methods in language teaching, such as grammar translation, audiolingualism, communicative language teaching, and the natural approach. The text examines each approach and method in terms of its theory of language and language learning, goals, syllabus, teaching activities, teacher and learner roles, materials, and classroom techniques. The second edition includes new chapters on topics such as whole language, multiple intelligences, neurolinguistic programming, competency-based language teaching, cooperative language learning, content-based instruction, task-based language teaching, and the Post-Methods Era. Teachers and teachers-in-training will enjoy reading this comprehensive survey and analysis of the major and minor teaching methods used around the world. The book seeks not only to clarify the assumptions behind these methods and their similarities and differences, but also to help teachers explore their own beliefs and practices in language teaching.

The relevance of language acquisition to the day-to-day concerns of teaching and learning languages.

This text presents a comprehensive but practical overview of how to develop and implement effective survey projects.

English for Academic Purposes provides a comprehensive overview of the field of English for Academic Purposes (EAP) for teachers. It not only looks at study skills, but also at other central concerns of EAP, such as needs analysis, syllabus and course design, methodology and materials, learning styles, tests and exams, and academic style and genre analysis. In addition to general EAP, the author also considers subject-specific language and the production of teaching materials. Throughout, the author adopts a user-friendly approach in which theoretical considerations are balanced with practical experience. Issues are discussed and illustrated, but readers are also encouraged to form their own opinions by means of stimulating introspect and discuss sections at the end of each chapter.

Research Methods in Language Learning helps readers understand and critique research.

Sets out to define the aims, principles, and objectives of classroom research, and relate these to teaching practice.

English for Specific Purposes offers the teacher a new perspective on this important field. The main concern is effective learning and how this can best be achieved in ESP courses. The authors discuss the evolution of ESP and its position today; the role of the ESP teacher; course design; syllabuses; materials; teaching methods, and evaluation procedures. It will be of interest to all teachers who are concerned with ESP. Those who are new to the field will find it a thorough, practical introduction while those with more extensive experience will find its approach both stimulating and innovative.

Distance learning presents language teachers and learners with a new set of challenges, opportunities and practical realities. This book presents a comprehensive overview of important issues within the field and explores the ways in which all participants are adapting their practices in response to the new learning environment.

This book challenges the orthodox approach to the teaching of second language listening, which is based upon the asking and answering of comprehension questions. The book's central argument is that a preoccupation with the notion of 'comprehension' has led teachers to focus upon the product of listening, in the form of answers to questions, ignoring the listening process itself. The author provides an informed account of the psychological processes which make up the skill of listening, and analyses the characteristics of the speech signal from which listeners have to construct a message. Drawing upon this information, the book proposes a radical alternative to the comprehension approach and provides for intensive small-scale practice in aspects of listening that are perceptually or cognitively demanding for the learner. Listening in the Language Classroom was winner of the Ben Warren International Trust House Prize in 2008.

This second edition remains the most practical guide to testing language. It has a new chapter on testing young learners.

An examination of how language functions in CLIL, based on a corpus of classroom interactions.

This book concentrates on teachers' knowledge and understanding of language systems in the belief that these systems are at the heart of the language acquisition process.

This book analyzes teacher supervision in a variety of settings and is a rich resource for teachers preparing to hold supervisory positions and for practicing language teacher supervisors alike.

This book provides a detailed picture of teaching and learning in communicative classrooms through the words of more than 100 practising language teachers.

Richards explains how effective language teaching involves a network of interactions between curriculum, methodology, teachers, learners, instructional materials.

This book describes the process of language test construction and reviews current practice.

This innovative book offers practical advice on how to manage language learner groups so that they develop into cohesive and productive teams.

An ethnographic framework to describe the varying cultures of classrooms, teacher communities and student groups in different countries and educational contexts.

A practical introduction to the field of discourse analysis and its relevance for language teaching.

Discourse and Language Education is part of the Cambridge Language Teaching Library series.

The book describes the rationale for classroom negotiation and is accessible to practitioners.

This work explores the importance of meaningful action for language teaching and learning, paying tribute to the enduring influence of Earl Stevick.

Comprehensively revised and updated to take account of the impact of technology on the field of materials development

A collaborative approach to language teaching which takes account of the individual and cultural identities of the learners involved.

This book discusses the importance of sensitivity to cultural differences for language learners.

This insightful book chronicles the many influences and developments that have helped shape the language teaching profession today.

This book considers the strategies used by successful language learners, in the light of current thinking and research.