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1. |
Record Nr. |
UNINA9911020024203321 |
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Titolo |
The handbook of language teaching / / edited by Michael H. Long and Catherine J. Doughty |
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Pubbl/distr/stampa |
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Malden, MA, : Wiley-Blackwell, 2009 |
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ISBN |
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9786612371820 |
9781444315790 |
144431579X |
9781780341873 |
1780341873 |
9781444315783 |
1444315781 |
9781444331523 |
1444331523 |
9781282371828 |
1282371827 |
9781444345612 |
1444345613 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (861 p.) |
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Collana |
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Blackwell handbooks in linguistics |
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Altri autori (Persone) |
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LongMichael H |
DoughtyCatherine |
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Disciplina |
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Soggetti |
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Language and languages - Study and teaching |
Second language acquisition |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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""Cover""; ""Half Title page""; ""Series page""; ""Title page""; ""Copyright page""; ""Contributors""; ""Part I: Overview""; ""Chapter 1: Language Teaching""; ""Notes""; ""Part II: Social, Political, and Educational Contexts of Language Teaching""; ""Chapter 2: The Social and Sociolinguistic Contexts of Language Learning and Teaching""; ""The Social Context of Language Learning and Teaching""; ""The Sociolinguistic Context of Language Learning and Teaching""; ""Major Second and Foreign Language Learning and Teaching Contexts""; |
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""Conclusion""; ""References"" |
""Chapter 3: The Politics and Policies of Language and Language Teaching""""Introduction""; ""Historical and Global Contextualization""; ""Politics and/or Policy?""; ""Linguistic Human Rights, Linguistic Diversity, and Language Maintenance in and through Education: Issues of Language Policy and Politics""; ""Language Policy, Exemplified by the European Region""; ""Notes""; ""References""; ""Further Reading""; ""Chapter 4: History of Language Teaching""; ""The Context of Second-Language Teaching""; ""Beliefs about Language Learning, Methodologies and Historical Context"" |
""The Role and Status of the Language Teacher""""The Role and Status of the Learner""; ""Conclusion""; ""References""; ""Part III: Psycholinguistic Underpinnings of Language Learning""; ""Chapter 5: The Language-Learning Brain""; ""What is Neurolinguistics?""; ""Some Promising Neurolinguistic Research""; ""Neurolinguistic Research and L2 Learning and Teaching""; ""Some Confusions""; ""Conclusion""; ""References""; ""Chapter 6: Sequences and Processes in Language Learning""; ""Learner Language or Interlanguage""; ""Sequences in Language Learning""; ""Processes"" |
""Sequences, Processes, and Instruction: Five Generalizations and a Coda""""Note""; ""References""; ""Chapter 7: The Importance of Cross-Linguistic Similarity in Foreign Language Learning""; ""Actual, Perceived, and Assumed Similarities""; ""Types of Cross-Linguistic Similarity Relationships""; ""Item Transfer and System Transfer in Comprehension, Learning, and Production""; ""Implications for Teaching""; ""References""; ""Further Reading""; ""Chapter 8: Cognitive-Psychological Processes in Second Language Learning""; ""The Components of Second Language Knowledge"" |
""How the Components of Second Language Knowledge Are Used""""How the Components of Second Language Knowledge Are Learned, Acquired, Practiced, Monitored, and Consolidated""; ""References""; ""Chapter 9: Optimizing the Input: Frequency and Sampling in Usage-Based and Form-Focused Learning""; ""Estimating How Language Works: From Tokens to Types to System""; ""The Units of Language Acquisition""; ""Acquiring Constructions""; ""Frequency and the Roles of Input""; ""Tuning the System: Frequency and the Attainment of Nativelike Fluency and Selection"" |
""The Language Calculator Has No "Clear" Button"" |
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Sommario/riassunto |
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Bringing together an international and interdisciplinary team of contributors, this Handbook is a wide-ranging and invaluable reference guide to language teaching. * A comprehensive reference work on language teaching, which combines the latest research findings, coverage of core topics, and examples of teaching experience from a variety of languages and settings * Provides a unique breadth of coverage, including: the psycholinguistic underpinnings of language learning; social, political, and educational contexts; program design; materials writing and course design; teaching and testing; teacher education; and assessment and evaluation * Offers a balanced evaluation of the major positions and approaches, including examining the increasingly important social and political context of language teaching * Written by an international and interdisciplinary group of authors from a dozen different countries; English is only one of the many languages used as examples throughout the volume |
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2. |
Record Nr. |
UNINA9910973918403321 |
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Titolo |
Unlocking writing : a guide for teachers / / edited by Mary Williams |
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Pubbl/distr/stampa |
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Oxon [England] : , : Routledge, , 2013 |
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ISBN |
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1-134-14345-1 |
1-138-18115-3 |
1-315-06969-5 |
1-134-14338-9 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (369 p.) |
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Collana |
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Unlocking series |
Crossphase |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Creative writing (Primary education) |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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First published 2002 by David Fulton. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Title Page; Copyright Page; Table of Contents; Acknowledgements; Notes on the contributors; Introduction; Notes; Further reading; 1. Getting the point: how children develop as writers; Developing writing in the early years; Developing a range of writing as children become older; How composition and transcription should work together; What is metacognition?; How can metacognitive awareness be developed?; Notes; Further reading; 2. Teaching 'write': writing in the Literacy Hour; Background; The Literacy Hour; How did teachers view writing in the Literacy Hour during its first two years? |
Concerns about writingGuided writing; A more flexible approach; Conclusion; Notes; Further reading; Children's Literature; 3. 'What's the worth?': thinking about writing at Key Stages 2 and 3; Introduction: writing is difficult; Reluctant writers; National Literacy Strategy: Evaluation; The National Writing Project (NWP); Thinking about writing; Classroom practice: thinking and talking about writing; Teaching writing; Teaching at the point of writing; Metacognition: externalisation of thinking; So, what's the worth?; Endnote; Notes; Further reading; Children's Literature |
4. Writing aloud: drama and writingDrama's current status; Drama's motivational force; Contexts for communication; Drama and |
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metacognition; Conclusion; Notes; Further reading; Children's Literature; 5. Is neatness a virtue?: handwriting in the Literacy Hour; The role and changing status of handwriting; Learning to write using the Latin alphabet; Exploiting links between spelling and handwriting; Handwriting in Literacy Hour; Conclusion; Notes; Further reading; 6. Authenticity, modelling and style: writing and ICT; Introduction; Authenticity: audience and purpose |
Modelling and teacher questioning in the Literacy HourWriting style; Conclusion; Notes; Further reading; Websites; 7. Keeping track: assessment in writing; The current context; The process approach to writing; Using writing frames; Breaking down the stages: what needs to be assessed?; Teaching and assessing non-fiction texts; Conclusion; Notes; Further reading; 8. Seven keys: developing writing for EAL pupils; Diversity and normality; Key principles for supporting EAL; Keys to developing vocabulary; Using key visuals; Developing keywords and story maps; Practical application; Metacognition |
Cultures of learningNotes; Further reading; Children's Literature; 9. How to Write Really Badly: supporting children with writing difficulties; Introduction; Children with writing difficulties in mainstream classes; Early identification of writing difficulties; Supporting children with writing difficulties during the Literacy Hour; Developing sustained writing; Supporting writing across the curriculum; Resources and routines for children with writing difficulties; Conclusion; Notes; Further Reading; Children's Literature; 10. Boys into writing: raising boys' achievement in writing |
Boys and motivation |
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Sommario/riassunto |
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<P>The underpinning theme of this book is how children develop as writers and how self-awareness raises achievement. It offers creative approaches to increasing pupil motivation and performance by involving, amongst other things, Drama and ICT. </P><P></P><P>The contributors offer practical advice on ways to meet the needs of boys, able children, SEN pupils and those learning English as an additional language; how to plan effective lessons; how to be flexible within the framework of the NLS; and the role of assessment and how it contributes to self-understanding. </P><P></P><P>Central to all c |
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