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Understanding language classroom contexts : the starting point for change /
Arguably 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 insuf...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London ; New York :
Bloomsbury,
2013.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half Title; Series; Title; Copyright; Contents; List of figures; List of tables; Acknowledgements; Introduction; 1. Who we are and why we have written this book; 2. Who might find this book useful?; 3. What is in the book?; 4. Chapter outlines; 5. Ways to use the book; 1 Components of contexts; Introduction; 1. Description of a context; 2. Developing a framework for understanding context; 3. The context of place; 4. Time; 5. People; 6. Summary and task; 2 Exploring culture; Introduction; 1. Exploring CULTURE; 2. The historical perspective.
- 3. Seeing the relevance of 'Culture' to our purpose4. Classroom cultures; 5. Summary and task; 3 Language and languages in education; Introduction; 1. Language and learning; 1.2 The Zone of Proximal Development and scaffolding; 2. Languages in contexts; 3. The global importance of English; 4. The Importance of English in and to your country; 5. Where English is taught or used in the education system; 6. Summary and task; 4 From cultures to methods; Introduction; 1. Why do methods change?; 2. A brief history of methods: The Grammar Translation Method (GTM).
- 3. A brief history of methods: The Audio-Lingual method (ALM)4. A brief history of methods: Humanistic methods; 5. Summary and task; 5 From methods to approaches; Introduction; 1. Communicative approaches; 2. Changing perceptions of language; 3. Language syllabuses and language exams; 4. Communicative approaches in different contexts; 5. Conclusion; 6. Summary and task; 6 Teachers and learners: As part of and creators of their context; Introduction; 1. Teachers and learners and contexts; 2. On people creating contexts of and for learning; 3. What people feel; 4. Summary and task.
- 7 Teachers and learners: As 'products' of their contextIntroduction; 1. People as products of contexts: Factors distinguishing individual teachers; 2. People as products of contexts: Factors distinguishing individual learners; 3. Good language learner; 4. Teachers as learners and learners as teachers; 5. Summary and task; 8 Schools and classrooms: Physical and cultural contexts; Introduction; 1. Visible features of the classroom or institutional context; 2. Some reasons why 'large' classes exist; 3. School/institutional culture; 4. Cultures of organisations; 5. School leadership.
- 6. Schein's levels of organisational culture7. Summary and task; 9 Planning and implementing classroom change; Introduction; 1. Teacher-initiated classroom changes; 2. Externally initiated classroom changes; 3. A parallel learning model; 4. Summary and task; 10 Conclusions: On understanding language classroom contexts and the process of change; Introduction; 1. Summarising the book; 2. And finally . . .; Index.