Understanding language classroom contexts : the starting point for change /

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"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...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Wedell, Martin
Otros Autores: Malderez, Angi, 1950-
Formato: Electrónico eBook
Idioma:Inglés
Publicado: New York, N.Y. : Bloomsbury Academic, 2013.
New York : 2013.
Temas:
English language > Study and teaching > Foreign speakers.
School improvement programs.
Anglais (Langue) > Étude et enseignement > Allophones.
Enseignement > Réforme.
LANGUAGE ARTS & DISCIPLINES > General.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.
  • 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 purpose
  • 4. 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 context
  • Introduction
  • 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 culture
  • 7. 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.

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