LEADER 03781nam 22006731 450 001 9910814634103321 005 20200514202323.0 010 $a1-4725-5328-4 010 $a1-299-18455-3 010 $a1-4411-6059-0 024 7 $a10.5040/9781472553287 035 $a(CKB)2670000000333592 035 $a(EBL)1132948 035 $a(OCoLC)830168792 035 $a(SSID)ssj0000834357 035 $a(PQKBManifestationID)12336137 035 $a(PQKBTitleCode)TC0000834357 035 $a(PQKBWorkID)10979546 035 $a(PQKB)11769305 035 $a(MiAaPQ)EBC1132948 035 $a(Au-PeEL)EBL1132948 035 $a(CaPaEBR)ebr10662072 035 $a(CaONFJC)MIL449705 035 $a(OCoLC)841215938 035 $a(UtOrBLW)bpp09256228 035 $a(iGPub)BLOM0002091 035 $a(UtOrBLW)BP9781472553287BC 035 $a(EXLCZ)992670000000333592 100 $a20140929d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aUnderstanding language classroom contexts $ethe starting point for change /$fMartin Wedell and Angi Malderez 205 $a1st ed. 210 1$aNew York :$cBloomsbury Academic,$d2013. 215 $a1 online resource (249 p.) 300 $aDescription based upon print version of record. 311 $a1-4411-9837-7 311 $a1-4411-3307-0 320 $aIncludes bibliographical references and index. 327 $aIntroduction -- 1. Components of Contexts -- 2. Exploring Culture -- 3. Language and Languages in Education -- 4. From Cultures to Methods -- 5. From Methods to Approaches -- 6. Teachers and Learners: As Part of and Creators of their Context -- 7. Teachers and Learners: As 'Products of their Context -- 8. Schools and Classrooms: Physical and Cultural Contexts -- 9. Planning and Implementing Classroom Change -- 10. Conclusions: On Understanding Language Classroom Contexts and the Process of Change -- Index 330 8 $aArguably the whole point of education is to effect change in what people know and are able to do. Globalization has contributed to a common perception worldwide of the need to introduce changes to the teaching and learning of languages. The success of many attempts to do so has been limited by insufficient consideration of implementation contexts. Understanding Language Classroom Contexts explores and illustrates how what happens in any (language) classroom is influenced by (and can be an influence on) the contexts in which it is situated. A clear understanding of these influences is thus the starting point for planning effective change. The book considers many visible and invisible features of the multiple layers of any context, and provides a framework for understanding the types of factors that may influence whether changes (planned by a teacher or externally initiated) are likely to be successful. The book will help teachers (and educational managers or change planners outside the classroom) to understand why their classrooms are as they are and so to make informed decisions about what can or cannot (or not easily) be changed, and suggests how any changes might be appropriately managed 606 $aEnglish language$xStudy and teaching$xForeign speakers 606 $aSchool improvement programs 606 $2Teaching of a specific subject 615 0$aEnglish language$xStudy and teaching$xForeign speakers. 615 0$aSchool improvement programs. 676 $a428.0071 700 $aWedell$b Martin$01643407 702 $aMalderez$b Angi$f1950- 801 0$bUtOrBLW 801 1$bUtOrBLW 801 2$bUkLoBP 906 $aBOOK 912 $a9910814634103321 996 $aUnderstanding language classroom contexts$93988636 997 $aUNINA