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"Language teaching materials"
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Building academic language : meeting common core standards across disciplines, grades 5-12
\"The introductory pages of the Common Core State Standards call for the following distributions of text: 50% literary/50% information (4th grade); 45% literary/55% information (8th grade); 30% literary/70% information (12th grade). This is a major shift in encouraging teachers to get students understanding and using more academic language as they progress through middle and high school. Many students today, whether they are native English speakers or recent immigrants, need help in understanding and using the language of academic learning. An essential resource for teaching all students, this book explains what every teacher needs to know about language for supporting reading, writing, and academic learning. Based on theory, research and practice, it includes activities, exercises, and practical strategies for building vocabulary, grammar, and language learning approaches routinely into math, science, history, and language arts lessons.This second edition includes new strategies to address specific standards and answers key questions about reading across content areas, including:--What is academic language and how does it differ by content area?--How can language-building activities support content understanding?--How can students be assisted in using language more effectively?--How can academic language usage be modeled routinely in the classroom?--How can lesson planning and assessment support academic language development? \"-- Provided by publisher.
Book
Materials development for language learning and teaching
This article reviews the literature on the relatively new field of materials development for language learning and teaching. It reports the origins and development of the field and then reviews the literature on the evaluation, adaptation, production and exploitation of learning materials. It also reviews the literature, first, on a number of controversial issues in the field, next, on electronic delivery of materials and, third, on research in materials development. It identifies gaps in the literature and makes proposals for future progress in materials development and in the research within the field. Much of the literature focuses on materials for learning English but the same principles apply to materials for learning any L2, as has been acknowledged by some of the authors whose publications focus on materials for learning other languages.
Journal Article
Masterclass in English Education : transforming teaching and learning
\"MasterClass in English Education draws on international research and practice to present effective and engaging approaches for English teaching, focusing on the skills, knowledge and understanding needed in the classroom. Topics covered include: - subject knowledge - curriculum - media and technology - pedagogy As well as exploring the key modes of English teaching, reading, writing, speaking and listening, the contributors show how a greater understanding of English can be found through drawing together modalities, for example understanding reading through writing. Case studies and classroom examples ensure that it's easy to understand the relevance of the theory in the classroom and links to research and critical texts support readers to develop practice and their professional voice\"-- Provided by publisher.
Book
Materials in the Classroom Ecology
Though there is an extensive literature on materials in language teaching, little if any of it examines the relationship between materials such as textbooks and the totality of the classroom experience. The present study makes use of the concept of classroom ecology (Tudor, 2001; van Lier, 1996) to explore the interrelationships among materials and other crucial elements in an advanced ESL grammar class offered in the Intensive English Program of an American university. We focus in particular on the ways in which the textbook—Azar's (2002) Understanding and using English grammar—constituted the de facto curriculum of the course, and how it provided structure for the majority of the classroom interaction. Finally, we speculate on the relationship between the materials and language learning in this classroom. We argue that the framework of ecology, with its emphasis on affordances and emergence, provides a compelling lens through which to study the ways in which materials are actually deployed in classrooms, and how teachers and students conceive of the work being done there.
Journal Article
Literature in language education
\"Surprisingly little is known empirically about the use of literature in language education. Despite the popularity of literature, claims for its value rest more on speculation and assertion than on real understanding of the contribution it might make to greater language proficiency or language education more broadly. This book carefully details what is known of the language of literature, the reading of literature, and the uses of literature in language education, including assessment and curriculum, and in developing intercultural competence. Key studies are highlighted for what they tell us as well as for questions they leave unanswered. The book also incorporates pointers towards the kind of research now needed and practical guidance on how it might be carried out, as well as resources available. For this second edition, all sections have been substantially revised and updated to reflect the latest developments in the field\"-- Provided by publisher.
Book
Fifty-five years and counting: A half-century of getting it half-right?
Drawing on experiences as an English as a foreign language (EFL) teacher in the Berlitz system, the author traces this history of the methods used by the Berlitz approach.
Journal Article
Pre-service Language Teachers’ Reflections and Initial Experiences on the Use of Textbooks in Classroom Practice
In foreign language (FL) teaching and learning, textbooks provide the major source for both teachers and learners (see e.g., Guerrettaz & Johnston, 2013; Richards, 2014). Although the use of textbooks and other teaching materials is one of the factors that makes the difference between novice and experienced teachers (see e.g., Savova, 2009), too little attention is paid to their use in teacher training programmes (see e.g., Canniveng & Martinez, 2003). Based on research literature and empirical data derived from a questionnaire (N = 51) and interviews (N = 12) among FL teacher trainees during the one-year teacher training programme at a Finnish university, the following questions are addressed: What are pre-service language teachers’ reflections on FL textbooks and their use? What kinds of experiences teacher trainees had with FL textbooks during the one-year teacher education programme? The results of this study give us more information on how language teacher trainees learn to use textbooks and other teaching materials. For instance, it emerged from the findings that the trainees were willing to create learner-centred teaching materials. In addition, the study can give ideas of how to develop courses for FL teacher education in order to pay more attention to a more independent use of textbooks and other teaching materials.
Journal Article
Building literacy with English language learners : insights from linguistics
\"How can linguistics help teachers of English language learners (ELLs) improve their instruction? What specific competencies do ELLs need to build in order to speak, listen, read, and write in a new language? Now revised and expanded with a broader view of literacy, this book has guided thousands of inservice and preservice teachers to understand the processes involved in second-language acquisition and help ELLs succeed. The authors explain relevant linguistic concepts with a focus on what works in today's diverse PreK-12 classrooms. Effective teaching strategies are illustrated with engaging classroom vignettes; the volume also features instructive discussion questions and a glossary. Coverage of timely topics, such as numeracy and the language innovations of text messages. \"-- Provided by publisher.
Book
Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives
Language learning and teaching (LLT) materials—like teacher-created handouts, textbooks, and overhead transparencies—are central elements of language classrooms worldwide. Nonetheless, how language students and teachers actually engage with and deploy LLT materials has rarely been the focus of research. In response, this issue offers the first compilation of classroom-based studies of 'materials use' in language education and includes research on Ojibwe, Japanese, French, and English language pedagogy. In this introductory article to the special issue, we set the stage for the 7 empirical articles by offering much-needed definitions for the concepts of 'LLT materials' and 'materials use.' These definitions are based on a metasynthesis (i.e., an integrative qualitative analysis) of all of the materials used throughout the 7 empirical articles. Additionally, we explore sociomaterialism as a compelling and well-suited framework for the study of materials in use. Sociomaterialism is not a unified theory but rather a research orientation that seeks to examine connections between the social and the material world. In addition to substantively and theoretically advancing the field, all the articles of this special issue also have practical implications for language pedagogy.
Journal Article