Synopses & Reviews
Understanding the Courses We Teach is a collection of pieces by teachers about actual teaching situations. This volume provides current and prospective ESL teachers with the opportunity to examine experienced teachers' ways of addressing locally situated issues of teaching and learning within ESL and EFL classrooms. By focusing on individual teachers' discussions of instructional plans, decisions, and experiences in specific courses, this collection complements other training and development resources, such as methods-course textbooks.
Individual chapters are rich in descriptive details and resonate with the contributor-teachers' personal investment in teaching. John Murphy and Patricia Byrd have arranged these chapters in four thematic clusters, the first dealing with general purposes instruction, including workplace literacy, community-based ESL, and courses designed for rich recent immigrants; the second with the teaching of English as a foreign language; the third with university credit-bearing courses focused on the teaching of English for academic purposes; and the fourth with noncredit university-affiliated courses offered through intensive English programs.
The contributors represent a variety of educational settings and many different countries and include many of the most well-known researchers in the field.
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Synopsis
A new edition of the classic volume on the merits of content-based instruction Content-based language instruction is a relatively new pedagogical approach in second-language acquisition that has continued to gain in popularity, particularly as more nonnative speakers have become part of the public school system. Research supports the idea that using content-rich material as the springboard for language instruction--instead of the other way around--exposes students to more meaningful language in use and better accounts for learners' interests and needs. Content-Based Second Language Instruction includes all the original material from the well-known volume published in 1989, plus a glossary of key terms, an updated bibliography, and an epilogue highlighting the major developments in the field since 1989. This book is the source for teachers and teachers in training who are making effective choices in curriculum development and implementing a content-based program.
Synopsis
In the
Michigan Classics Edition of Content-Based Second Language Instruction, the authors provide updates on the field of CBI in second language acquisition since 1989.
While the core of the book remains the same, new features discuss important CBI-related research and modifications to the pedagogy in the past many years.
Content-Based Second Language Instruction, Michigan Classics Edition, now includes:
a new preface
a glossary of key terms
an updated bibliography
an epilogue highlighting the major developments in the field since 1989.
Synopsis
< div=""> In the < i=""> Michigan Classics Edition of Content-Based Second Language Instruction<> , the authors provide updates on the field of CBI in second language acquisition since 1989.< br=""> While the core of the book remains the same, new features discuss important CBI-related research and modifications to the pedagogy in the past many years.< br=""> < i=""> Content-Based Second Language Instruction, Michigan Classics Edition<> , now includes: < br=""> a new preface < br=""> a glossary of key terms < br=""> an updated bibliography < br=""> an epilogue highlighting the major developments in the field since 1989.< br=""> < iv="">
Synopsis
Teachers' interesting stories about the courses they design and teach