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This work addresses questions of language education in the United States, focusing on how to teach the 3.5 million students in American public schools who do not speak English as a native language.
The non-native speaker movement began to counter the discrimination faced by these teachers and to champion their causes. This book traces the origins and growth of the movement, summarizes the research that has been conducted, highlights the challenges faced by non-native speaker teachers, and promotes NNS teachers' professional growth.
A guide to going through an action research process. It addresses: action research and how it differs from other forms of research; the steps involved in developing an action research project; ways of developing a research focus; methods of data collection; approaches to data analysis; and, making sense of action research for classroom action.
Gives language teachers, software designers, and researchers who wish to use technology in second or foreign language education the information they need to absorb what has been achieved so far and to make sense of it. Chapter by chapter, this book builds, through description, analysis, examples, and discussion, a detailed picture of modern CALL.
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. This title also covers the three main facets of teaching: planning, instructing, and assessing.
Presents an overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses what this perspective has to offer the field of second language teacher education.
Combining research/theory with practice, this describes the steps involved in the language curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them.
Many English language teachers are interested in promoting reconciliation and sustainable peace, locally and globally, but often do not know how to do so. This book provides information, analysis, and techniques to help teachers around the world take action toward this goal.
Covers idiom use, learning, and teaching. This work approaches the topic with a balance of theory and research in cognitive linguistics, psycholinguistics, corpus linguistics, and sociolinguistics combined with informed teaching practices. It also includes discussion of idiom definition, classification, usage patterns, and functions.
Talks about native English speakers teaching English as a global language in non-English speaking countries. Through analysis of naturally occurring dialogic encounters, this book examines the multifaceted ways in which teachers and students utilize diverse communicative resources to construct, display, and negotiate their identities.
Globalization, migration, and the spread of English have resulted in a great diversity of social and educational contexts in which English learning is taking place. This volume specifically designed for language teachers, provides links between sociolinguistic concepts and language pedagogy.
Presents a range of views about language, learning, and teaching in English for Specific Purposes (ESP). This book aims to go beyond individual cases and practices to examine the approaches and ideas on which they are based.
Intends to familiarize readers with the varieties of world Englishes used across cultures and to create awareness of some of the linguistic and socially relevant contexts and functions that have given rise to them. This volume emphasizes that effective communication among users of different Englishes requires awareness of the varieties in use.
This analysis of second language writers' text identifies where their text differs from that of native speakers of English. The book is based on the results of a large-scale study of university-level native-speaker and non-native-speaker essays written in response to six prompts.
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