Faces of English Education Students, Teachers, and Pedagogy
Produktdetaljer
Om bidragsyterne
Lillian Wong is Senior Lecturer in the Centre for Applied English Studies at the University of Hong Kong. Ken Hyland is Professor of Applied Linguistics and Director of the Centre for Applied English Studies at the University of Hong Kong.<p>"Authoritative chapters carefully organized on a full range of current issues by leading authorities and emerging scholars of English language teaching and learning that will interest practicing language teachers and senior students around the world."<br /><strong>Alister Cumming</strong>, <i>University of Toronto, Canada</i></p><p>"This book provides a wealth of expertise across a broad range of topics. Some chapters bring traditional ideas up to date; others report on innovative approaches to teaching and learning. All the chapters are detailed, informative and thought-provoking. The book will be essential reading on courses designed for ELT professionals."<br /><b>Susan Hunston</b>, <em>University of Birmingham, UK</em></p><p><em>"</em><em>Faces of English Education</em> is a very useful addition to the bookshelves of those involved inTESOL programmes, especially at Masters level. Its balance of theory, practice and methodology provides postgraduate students with a set of tools with which to evaluate current practices, and to reflect onways in which their own practices may in future be more research-informed and based on pedagogical interventions that have been trailblazed by others."</p><p><strong>Gregory Hadley</strong>, <em>Journal of English for Academic Purposes 31 (2018)</em> </p><p>"[...] by integrating theories and practice into one single volume, [this book] offers well-theorized models and applicable advice for researchers, instructors and teacher educators. Concepts and ideas like identity (Chapter 2), learning analytics (Chapter 13), and OLTE (Chapter 14) are clearly presented and fully extended before application. Pedagogical experience and detailed procedures are shared to enlighten teaching practitioners, such as the use of tailormade corpora (Chapter 8), reflective writing (Chapter 4), ESP project work (Chapter 11), and the practice of POA (Chapter 7). Implications or suggestions are also offered in each chapter from which teachers and researchers of various backgrounds are bound to gain insightful ideas for teaching practice and further ELT research."</p><p><strong>Longxing Li & Zhicheng Mao</strong>, <em>Language and Education, 32:3 (2018)</em></p>
Faces of English Education provides an accessible, wide-ranging introduction to current perspectives on English language education, covering new areas of interest and recent studies in the field. In seventeen specially commissioned chapters written by international experts and practitioners, this book:
- offers an authoritative discussion of theoretical issues and debates surrounding key topics such as identity, motivation, teacher education and classroom pedagogy;
- discusses teaching from the perspective of the student as well as the teacher, and features sections on both in- and out-of-class learning;
- showcases the latest teaching research and methods, including MOOCs, use of corpora, and blended learning, and addresses the interface between theory and practice;
- analyses the different ways and contexts in which English is taught, learned and used around the world.
Faces of English Education is essential reading for pre- and in-service teachers, researchers in TESOL and applied linguistics, and teacher educators, as well as upper undergraduate and postgraduate students studying related topics.
Faces of English Education is an edited volume oncurrent perspectives on English language education. Providing an accessible, wide ranging introduction to new areas of interest and recent studies, this book offers an authoritative discussion of issues and debates surrounding key topics such as identity, out-of-class learning, motivation, teacher education and classroom pedagogy.
1. Faces of English language research and teaching
Part I: Students: identity, motivation and learning2. Identity and English language learners across global sites
3. What influences performance? Personal style or the task being done?
4. Incorporating reflective writing to promote language development and identity awareness
5. Exploring the motivational development and academic choices of local and international English majors in China
Part II: Teaching: classroom pedagogies and practices6. Teaching as input
7. The production-oriented approach: a pedagogical innovation in university English teaching in China
8. Do-it-yourself corpora in the classroom: views of students and teachers
9. Popular culture as content-based instruction in the second language classroom to enhance critical engagement
Part III: Learning: activities beyond the classroom 10. Language learning beyond the classroom
11. ESP project work: the collaborative processes involved in students’ learning experiences
12. Participants' engagement in and perceptions of English language MOOCs
13. Social learning analytics in online language learning: challenges and future directions
Part IV: Teachers: education and professional development14. Going online: affordances and limitations for teachers and teacher educators
15. Examining the discourse of language teacher supervision: the learning experiences of two supervisor trainees
16. The personal and professional development of novice English teachers working in South Korea
17. Preparing teachers for the challenges of constructivist teaching