LEADER 04148nam 22006255 450 001 9910777853803321 005 20230721031507.0 010 $a1-281-72940-X 010 $a9786611729400 010 $a0-300-12907-6 024 7 $a10.12987/9780300129076 035 $a(CKB)1000000000471810 035 $a(EBL)3420081 035 $a(OCoLC)923589519 035 $a(SSID)ssj0000181971 035 $a(PQKBManifestationID)11938977 035 $a(PQKBTitleCode)TC0000181971 035 $a(PQKBWorkID)10166009 035 $a(PQKB)11716035 035 $a(MiAaPQ)EBC3420081 035 $a(DE-B1597)485349 035 $a(OCoLC)1024008291 035 $a(DE-B1597)9780300129076 035 $a(EXLCZ)991000000000471810 100 $a20200424h20082008 fg 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aInterpreting Communicative Language Teaching $eContexts and Concerns in Teacher Education /$fSandra J. Savignon 210 1$aNew Haven, CT :$cYale University Press,$d[2008] 210 4$dİ2008 215 $a1 online resource (254 p.) 225 0 $aYale Language Series 300 $aDescription based upon print version of record. 311 $a0-300-09156-7 320 $aIncludes bibliographical references (p. 213-231) and index. 327 $tFrontmatter --$tContents --$tPrologue --$t1 Communicative Language Teaching: Linguistic Theory and Classroom Practice --$t2 Teacher Education for Curricular Innovation in Japan --$t3 Practical Understandings of Communicative Language Teaching and Teacher Development --$t4 Zen and the Art of English Language Teaching --$t5 The Washback Effect on Classroom Teaching of Changes in Public Examinations --$t6 National Standards and the Diffusion of Innovation: Language Teaching in the United States --$t7 Innovative Teaching in Foreign Language Contexts: The Case of Taiwan --$t8 The Use of Technology in High-Enrollment Courses: Implications for Teacher Education and Communicative Language Teaching --$t9 Learner Autonomy and the Education of Language Teachers: How to Practice What Is Preached and Preach What Is Practiced --$t10 Genres of Power in Language Teacher Education: Interpreting the ''Experts'' --$tEpilogue --$tReferences --$tContributors --$tIndex 330 $aThe emergence of English as a global language, along with technological innovations and the growing need for learner autonomy, is changing language teaching rapidly and profoundly. With these changes come new demands and challenges for teaching education programs.This authoritative collection of writings highlights some of the best work being done today in the United States and abroad to make communicative competence an attainable goal. The contributors examine what has come to be known as communicative language teaching, or CLT, from the perspectives of teachers and teacher educators.The book documents current reform initiatives in Japan, the United States, Hong Kong, Taiwan, and continental Europe to provide a global perspective on language teaching for communicative competence. Four major themes recur throughout the volume: the multifaceted nature of language teaching; the highly contextualized nature of CLT; the futility of defining a "native speaker" in the postcolonial, postmodern world; and the overwhelming influence of high-stakes tests on language teaching. The book is a useful and valuable tool for language teachers, teacher educators, and policymakers. 410 0$aYale language series. 606 $aLanguages, Modern$xStudy and teaching 606 $aLanguage teachers$xTraining of 606 $aCommunicative competence in children 615 0$aLanguages, Modern$xStudy and teaching. 615 0$aLanguage teachers$xTraining of. 615 0$aCommunicative competence in children. 676 $a418/.0071 702 $aSavignon$b Sandra J.$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910777853803321 996 $aInterpreting Communicative Language Teaching$93845533 997 $aUNINA