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Establishing Self-Access: From Theory to Practice (Cambridge Language Teaching Library)

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Establishing Self-Access: From Theory to Practice (Cambridge Language Teaching Library) Cover

 

Synopses & Reviews

Publisher Comments:

Establishing Self-Access examines establishing, maintaining and developing self-access language learning (SALL). While much of it presents practical ideas dealing with issues related to SALL, they are supported by references to relevant literature and research. This link between theory and practice makes the debate about SALL accessible and makes this a useful resource for establishing and running self-access learning facilities. Its unique features include a typology of self-access facilities; a discussion about how to manage self-access; a step by step guide on evaluating self-access; a wide variety of practical suggestions for implementing self-access in different contexts. It is suitable for anyone concerned with self-access, from pre-service teacher trainees to experienced teachers and from managers of dedicated self-access centres to administrators concerned with financing self-access facilities.

Synopsis:

This book examines establishing, maintaining and developing self-access language learning.

Synopsis:

This book examines establishing, maintaining and developing self-access language learning (SALL). While much of the book presents practical ideas dealing with issues related to SALL, they are supported by references to relevant literature and research. This link between theory and practice makes the debate about SALL accessible and makes the book a useful resource for those establishing and running self-access learning facilities, from pre-service teacher trainees to experienced teachers and from managers of self-access centers to administrators.

Description:

Includes bibliographical references (p. 262-271) and index.

Table of Contents

Chapter 1: Background to Self-Access Language Learning; Chapter 2 : Learners' and Teachers' Beliefs and Attitudes about Language Learning; Chapter 3: A Typology Of Self-Access; Chapter 4: Management Of Self-Access Facilities; Chapter 5: Learner Profiles; Chapter 6: Materials For Self Access Language; Chapter 7: Self-Access Activities; Chapter 8: Physical Settings And Resourcing; Chapter 9: From Teacher-Directed to Self-Access Learning; Chapter 10: Counselling; Chapter 11: Assessment In Self-Access Learning; Chapter 12: The Evaluation Of Self-Access Language Learning; Case Studies

Product Details

ISBN:
9780521585569
Editor:
Swan, Michael
Publisher:
Cambridge University Press
Editor:
Swan, Michael
Author:
David, Gardner
Author:
Gardner, David
Author:
Miller, Lindsay
Author:
Swan, Michael
Location:
Cambridge ;
Subject:
Linguistics
Subject:
English as a Second Language
Subject:
Language and languages
Subject:
Independent study
Subject:
Language and languages -- Study and teaching.
Subject:
Language and languages--Study and teaching La
Subject:
Linguistics - General
Edition Description:
Trade paper
Series:
Cambridge language teaching library
Publication Date:
20080431
Binding:
TRADE PAPER
Grade Level:
ELT/ESL: intended for use in teaching English as a
Language:
English
Illustrations:
20 exercises 20 music examples
Pages:
296
Dimensions:
9.14x6.40x.70 in. 1.02 lbs.

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Establishing Self-Access: From Theory to Practice (Cambridge Language Teaching Library) New Trade Paper
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Product details 296 pages Cambridge University Press - English 9780521585569 Reviews:
"Synopsis" by , This book examines establishing, maintaining and developing self-access language learning.
"Synopsis" by , This book examines establishing, maintaining and developing self-access language learning (SALL). While much of the book presents practical ideas dealing with issues related to SALL, they are supported by references to relevant literature and research. This link between theory and practice makes the debate about SALL accessible and makes the book a useful resource for those establishing and running self-access learning facilities, from pre-service teacher trainees to experienced teachers and from managers of self-access centers to administrators.
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