Books in the Oxford Handbooks for Language Teachers series

This book provides teachers with an entirely new approach to developing and using classroom-based language assessments. This approach is based on current theory and practice in the field of language assessment and on an understanding of the assessment needs of classroom teachers.

This book provides specific support to teachers who need to accommodate learners with dyslexia in their ELT classrooms - guiding them through the main steps of the process with clear explanations, suggestions, and practical tools.

How Vocabulary Is Learned presents the major issues that relate to the teaching and learning of vocabulary. Written by leading voices in the field of second language acquisition, the book evaluates a wide range of practical activities designed to help boost students' vocabulary learning.

Written primarily for language teachers and inspired by positive psychology, this book seeks to support and maintain teacher wellbeing through a variety of approaches.

This book explores key areas of educational and social psychology and considers their relevance to language learning and teaching, using activities and questions for reflection. The topics discussed in the book include: learners' and teachers' beliefs about how a language should be learned and taught learning and working in groups relationships with others the role of the self in teaching and learning motivation to start and persist with tasks the role of emotions in learning. The authors provide useful insights for the understanding of language learning and discuss the important implications for language teaching pedagogy. Extra resources are available on the website:www.oup.com/elt/teacher/exploringpsychology Marion Williams was formerly Reader in Applied Linguistics at the University of Exeter and is a past president of IATEFL. Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria. Stephen Ryan is Professor in the School of Economics at Senshu University, Tokyo.