What English Language Teachers Need to Know Volume I: Understanding Learning / Edition 1

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Overview

Designed for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know I and II are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? The focus throughout is on outcomes, that is, student learning.

Volume I, on
understanding learning, provides the background information that teachers need to know and be able to use in their classroom:

  • the characteristics of the context in which they work
  • how English works and how it is learned
  • their role in the larger professional sphere of English language education

Volume II, on facilitating learning, covers the three main facets of teaching:

  • planning
  • instructing
  • assessing

The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary,
secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).

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Editorial Reviews

From the Publisher
"This relevant and timely textbook is a reminder that as the ESL and EFL population grows, the field of TESOL will have to continue to find innovative ways to educate those who teach them."—Teachers College Record

"Featuring a clear and simple writing style and a reader-friendly layout, this volume in the set gives background on how English is learned and the role of the teacher in the professional field, integrating current research in English teaching, psychology, neuroscience, pedagogy, cultural studies, and linguistics."—Book News

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Product Details

Meet the Author

Denise Murray is Professor Emeritus, Macquarie University, Australia, and Professor Emeritus, San Jose State University .She has taught prospective and in-service ELT teachers for more than 4 decades in Australia, the US, the UK, and Thailand; has developed numerous courses in MA TESOL programs in Australia and the US; has conducted research in this area, and has published her work in 17 books and more than 100 articles in professional journals, as book chapters, or conference proceedings.

MaryAnn Christison is Professor, Department of Linguistics, University of Utah, US. She teaches undergraduate and graduate courses in both the MA and PhD programs. Chrisison has taught pre-service and in-service ELT teachers for more than 3 decades in 26 countries — including India, Indonesia, Japan, Korea, Thailand, Peru, Taiwan, China, Colombia, Morocco, and Russia, and has authored and co-authored 16 books, 12 multi-media programs, and 92 articles in professional journals, as book chapters, or in conference proceedings.

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Table of Contents

Preface Acknowledgements
Part 1: Identity and Context 1. Learner Identities 2. The World of English 3. English Learning around the World 4. The Cultural Context 5. Learning about Identity and Setting Part 2: Teacher Language Awareness 6. The Sound System 7. The Word System 8. The Sentence System 9. Beyond the Sentence: Spoken and Written Language
Part 3: Learning 10. Theories of Learning 11. An Introduction to Second Language Acquisition 12. Second Language Acquisition and Language Pedagogy 13. Learning Theories in the Classroom
Part 4: Professionalism 14. Sustaining Professionalism

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