English Language Teaching in Its Social Context: A Reader

Overview

English Language Teaching in its Social Context offers sociolinguistic, ethnographic, and social-psychological perspectives on TESOL teaching and learning and introduces the relevant literature on second language acquisition. Together with its companion volumes, it presents English language teaching in a variety of specific institutional, geographic and cultural contexts.
The articles - a range of seminal and specially commissioned pieces - ...

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Overview

English Language Teaching in its Social Context offers sociolinguistic, ethnographic, and social-psychological perspectives on TESOL teaching and learning and introduces the relevant literature on second language acquisition. Together with its companion volumes, it presents English language teaching in a variety of specific institutional, geographic and cultural contexts.
The articles - a range of seminal and specially commissioned pieces - have been carefully chosen to present four major principles of English language teaching:
* they focus on the roles played by teachers and learners
* recognise the individuality of language learners
* support teachers in the provision of active guidance for students' learning
* examine both positive and negative patterns of interaction between learners and teachers.
This Reader offers people unfamiliar with research in this field an overall impression of English language teaching issues while allowing the more experienced reader the opportunity to relate his or her own experiences to the theories presented.

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Editorial Reviews

Booknews
Offers sociolinguistic, ethnographic, and social-psychological perspectives on teaching English to speakers of other languages (TESOL) and introduces relevant literature on second language acquisition. Classic articles and specially commissioned pieces present the main principles of English language teaching, with focus on the roles played by teachers and learners, the individuality of language learners, and positive and negative patterns of interaction between learners and teachers. Candlin teaches applied linguistics at the City University of Hong Kong. Mercer teaches language and communications at the Open University, UK. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780415241229
  • Publisher: Taylor & Francis
  • Publication date: 1/28/2001
  • Series: Teaching English Language Worldwide Series
  • Edition description: New Edition
  • Pages: 368
  • Product dimensions: 6.80 (w) x 9.60 (h) x 0.70 (d)

Table of Contents

List of illustrations
Acknowledgements
Introduction 1
Pt. 1 How Is Language Learning Explained?
1 Second Language Learning: Key Concepts and Issues 11
2 Factors Affecting Second Language Learning 28
3 Second Language Acquisition: Research and Language Pedagogy 44
4 Comprehension and Production Strategies in Language Learning 75
5 Constraints and Resources in Classroom Talk: Issues of Equality and Symmetry 90
6 Language Acquisition or Language Socialisation in and through Discourse? Towards a Redefinition of the Domain of SLA 108
7 The Social Context for Language Learning: a Neglected Situation? 122
Pt. 2 Strategies and Goals in the Classroom Context
8 The Development of EFL Methodology 147
9 Beyond Methods 167
10 Focus on Form: A Design Feature in Language Teaching Methodology 180
11 Teaching Grammar in Context 191
12 Genre-Based Approaches to Writing and Beginning Adult ESL Learners 200
13 Critical Ethnography of a Sri Lankan Classroom: Ambiguities in Student Opposition to Reproduction through ESOL 208
14 Safe-Talk: Collusion in Apartheid Education 227
Pt. 3 Analysing teaching and learning
15 Language for Teaching a Language 243
16 Learning a New Register in a Second Language 258
17 Doing-English-Lessons in the Reproduction or Transformation of Social Worlds? 271
18 Evaluation of Classroom Interaction 278
19 Navigating the Discourse: On What Is Learned in the Language Classroom 306
20 Recording and Transcribing Talk in Educational Settings 323
Index 345
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