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The Role Of Teacher Developed Materials In Fostering English Language Skills
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Book Synopsis The role of teacher-developed materials in fostering english language skills by : Astrid Núñez Pardo
Download or read book The role of teacher-developed materials in fostering english language skills written by Astrid Núñez Pardo and published by U. Externado de Colombia. This book was released on 2018-02-21 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the compilation of eight research studies conducted by students from the Master's in Education with Emphasis on English Didactics at the School of Education in Universidad Externado de Colombia, and one study carried out by the professors from the same Emphasis. The articles focus on the role of teachers as materials developers in their English as a Foreign Language (EFL) context and the importance of developing contextualized materials to promote students' learning processes. These issues comprise several themes such as teacher-developed materials in a Master's programme in Education with Emphasis on English Didactics, helping high-intermediate students develop argumentative skills in writing, enhancing undergraduates' reading comprehension through the awareness of reading strategies, digital storytelling to foster EFL writing, the effect of combining two corrective feedback strategies on written errors correction, self and peer assessment on students' oral performance (CALLA), communicative games to foster oral interaction in the EFL classroom, and promoting the reading process through collaborative strategic reading (CSR). This book is divided into eight chapters. Each chapter explains the corresponding research process undergone by the students. It describes their theoretical considerations, instructional and research designs, data analysis and findings, and conclusions in relation to their concern.
Book Synopsis Fostering Comprehension in English Classes by : Raymond Philippot
Download or read book Fostering Comprehension in English Classes written by Raymond Philippot and published by Guilford Press. This book was released on 2009-01-01 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: This valuable, research-based guide gives middle and secondary English teachers the tools they need to improve the comprehension skills of all their students. Core chapters explain specific practices for fostering learning from texts; leading students to a thorough, lasting understanding of subject matter; nurturing meaningful responses to literature; explicitly teaching comprehension strategies; and engaging students in higher-order thinking. An additional chapter highlights vocabulary instruction. Throughout, attention is given to building comprehension skills in a diverse range of students, from high achievers to struggling readers and English language learners. A wealth of hands-on materials are featured, including lesson plans, scaffolded reading experiences, and a richly detailed example of a teaching unit that shows how all facets of comprehension instruction can be brought together in the classroom.
Book Synopsis Materials for the learning of english and teachers` professional growth by : Judith Castellanos Jaimes
Download or read book Materials for the learning of english and teachers` professional growth written by Judith Castellanos Jaimes and published by U. Externado de Colombia. This book was released on 2018-02-07 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the compilation of eight research studies conducted by the students from the Master\'s in Education with Emphasis on English Didactics at the School of Education in Universidad Externado de Colombia, and one study carried out by the professors from the same Emphasis. It illustrates the students\' research process focused on various English didactíc issues relevant to the EFL community of teachers. This issues comprise several themes such as materíals development for teachers\' professional growth, undergraduate students\' critical thinkíng skílls revealed through ín-dass debates on controversial íssues ín an EFL dassroorn, the enhancement of wrítíng through cooperative learning, the improvement of oral fluency through vocabulary learníng actívíties based on collocations, materials development for learning English for specific purposes, development of task-based vocabulary to enhance reading comprehension, the process approach to develop argumentative skills, meaningful photographs to engage students in oral activities, and fostering reading strategies through the use of authentic materials. This book divided into nine chapters. Each chapter explains the corresponding research process undergone by the students. It describes their theoretical considerations, instructional and research designs, data analysis and findings, and condusions in relation to their concern.
Book Synopsis Materials Development in Language Teaching by : Brian Tomlinson
Download or read book Materials Development in Language Teaching written by Brian Tomlinson and published by Cambridge University Press. This book was released on 2011-04-07 with total page 473 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehensively revised and updated to take account of the impact of technology on the field of materials development
Book Synopsis Teaching Materials and the Roles of EFL/ESL Teachers by : Ian McGrath
Download or read book Teaching Materials and the Roles of EFL/ESL Teachers written by Ian McGrath and published by Bloomsbury Publishing. This book was released on 2013-03-14 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Materials and the Roles of EFL/ESL Teachers is published amidst a decade long increase in academic publications and training courses concerned with the evaluation and design of English language teaching materials. It is timely to consider what effect the advice on offer has had on teachers' practice. Are teachers evaluating materials carefully, using textbooks in the ways expected by textbook writers, developing their own materials, and mediating between materials and learners in the ways advised in the professional literature? The book explores these issues from a variety of perspectives. The views of publishers/textbook writers, those contributing to the professional literature, and teacher educators are synthesised to establish a 'theory' of how teachers can best fulfil their roles vis-à-vis materials and learners. This is then compared with 'practice', as represented by published accounts of teachers' actual practices and learners' perspectives. The conclusion reached is that teacher education in materials evaluation and design is essential and suggestions are offered as to the form this might take. The book is intended particularly for MA students and teacher educators concerned with materials evaluation and design, but is of interest to all those concerned with the publication and use of English language teaching materials.
Book Synopsis Research for Materials Development in Language Learning by : Brian Tomlinson
Download or read book Research for Materials Development in Language Learning written by Brian Tomlinson and published by Bloomsbury Publishing. This book was released on 2010-11-18 with total page 447 pages. Available in PDF, EPUB and Kindle. Book excerpt: This title examines current research in materials development and discusses their implications for the learning and teaching of languages. Recently there has been a dramatic increase in the attention given to materials development as an academic discipline. More universities are including modules on materials development on their MA in applied linguistics courses and more students are studying materials development in their PhD research. Yet to date there has been no publication focusing on reporting and discussing the results of research in materials development. This fills that gap, reporting on the results of recent research projects in materials development and discussing their implications for the learning and teaching of languages. The editors' introduction outlines the rationale, scope and objectives of the book and reviews previously published reports of research in materials development. There are concluding chapters which point out implications for second language acquisition theory and research methodology. The book features suggest applications of the reported research for materials development and proposals for future action in research in materials development for language teaching.
Book Synopsis Professional Development for Language Teachers by : Jack C. Richards
Download or read book Professional Development for Language Teachers written by Jack C. Richards and published by Cambridge University Press. This book was released on 2005-04-04 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: This much-needed text provides a coherent and strategic approach to teacher development Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context.
Book Synopsis Context-Bound Materials to Enhance the Learning and Teaching of English by : Astrid Núñez Pardo
Download or read book Context-Bound Materials to Enhance the Learning and Teaching of English written by Astrid Núñez Pardo and published by U. Externado de Colombia. This book was released on 2019-04-26 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the compilation of seven research studies. Six studies were carried out by the in-service teacher-students from the Master\'s in Education with Emphasis on English Didactics at the School of Education in Universidad Externado de Colombia, and one study was conducted by three professors from the same Emphasis. This issue includes seven chapters. The first article describes the findings from teacher professional development seminars to sensitise teachers towards child rights classroom practices. The second article reports how the implementation of teacher-designed portfolios, based on controversial issues, enhanced students\' argumentative writing skils. The third article analyzes the contribution of task-based lessons to the development of writing accuracy. The fourth article explains how the development and implementation of contextualised materials based on memory strategies foster students\' vocabulary learning. The fifth article shows the findings of developing contextualised worksheets centred on the task -based learning approach to enhance two oral communication micro-skills. The sixth article presents the impact of moodle-based worksheets on reading comprehension. The seventh article illustrates the results of the development and implementation of worksheets supported by metacognitive reading strategies in reading comprehension. AII the studies innovate through development of contextualised materials that respond to the particularities of their settings and highlight the role of English teachers as agents of change of their teaching practices within the Colombian context.
Book Synopsis Defying Culture Hegemony through Teacher Generated EFL Materials by : Astrid Núñez-Pardo
Download or read book Defying Culture Hegemony through Teacher Generated EFL Materials written by Astrid Núñez-Pardo and published by U. Externado de Colombia. This book was released on 2022-01-11 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: Defying Culture Hegemony through Teacher Generated Materials contributes to the growing literature on the critical analysis of English language teaching and learning materials used with students in local contexts. This research draws on contextualised teacher generated materials that contest decontextualised and standardised cultural content present in generic and commercial EFL textbooks. Six in-service teachers developed contextualised EFL materials (workshops and worksheets) for the pedagogical interventions of their qualitative action research (five teachers), or case studies (one teacher) to be used in state-funded and private schools, two private universities, and a non-formal public institution. Two full-time professors of the emphasis conducted a qualitative documentary research whose main purpose was to critically analyse the cultural content of EFL materials generated by these in-service teachers. These sociocultural mediations correspond to local realities of those who learn and teach English with these mediations in state-funded and private educational institutions in the Colombian context. Besides being designed from a critical stance and being implemented with students of varied English proficiency in state-funded and private educational institutions, these contextualised materials counter conventional resources used in EFL education, make up for their absence, or complement the existing ones. EFL materials proposed by the six in-service teachers create reflective, meaningful, and constructive learning environments. They also challenge the long-term cultural hegemony of commercial and instrumental EFL textbooks produced by foreign publishing houses or their local branches in our country. Furthermore, the study explores the role of contextualised teacher generated materials in fostering the development of students' cultural awareness, self-esteem and self-concept, and inquiry skills such as observation, prediction, interpretation, and communication. Additionally, it enquires into students' inferential reading and speaking in a blended learning setting, and in-service EFL teachers' oral interaction. This volume portrays a dimension of English teachers that reclaims their role as critical researchers and materials developers and invites them to envision themselves as autonomous and prospective educators and ponder their renewed identity.
Book Synopsis Developing and Designing Materials for English Language Teaching and Learning by : Benâ Gül Peker
Download or read book Developing and Designing Materials for English Language Teaching and Learning written by Benâ Gül Peker and published by Cambridge Scholars Publishing. This book was released on 2024-02-20 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the tools that English language teachers use to effectively carry out English language teaching and learning is materials. In this context, English language teachers and English language teacher candidates must have the necessary knowledge and skills regarding creating and designing English language teaching and learning materials. For this reason, in many universities around the world, courses related to material design and development are taught in departments that train English language teachers. Following current developments in foreign language materials design and development is a priority for publishing houses, especially those that design textbooks in the light of current approaches. Thus, this book provides textbook publishers and English language teacher trainees, teachers, academicians and practitioners with the current theoretical and practical directions in developing, designing, and implementing materials to enhance foreign language learning and use.
Book Synopsis Handbook of Research on Language Teacher Identity by : Karpava, Sviatlana
Download or read book Handbook of Research on Language Teacher Identity written by Karpava, Sviatlana and published by IGI Global. This book was released on 2023-03-13 with total page 537 pages. Available in PDF, EPUB and Kindle. Book excerpt: In today’s educational world, it is crucial for language teachers to continuously evolve in order to best serve language learners. Further study on the best practices and challenges in the language classroom is crucial to ensure instructors continue to grow as educators. The Handbook of Research on Language Teacher Identity addresses new developments in the field of language education affected by evolving learning environments and the shift from traditional teaching and assessment practices to the digital-age teaching, learning, and assessment. Ideal for industry professionals, administrators, researchers, academicians, scholars, practitioners, instructors, and students, this book aims to raise awareness regarding reflective practice and continuous professional development of educators, collaborative teaching and learning, innovative ways to foster critical (digital) literacy, student-centered instruction and assessment, development of authentic teaching materials and engaging classroom activities, teaching and assessment tools and strategies, cultivation of digital citizenship, and inclusive learning environments.
Book Synopsis Fostering Learner and Teacher Autonomy Through Project-based Computer-assisted Language Learning by : Worawoot Tutwisoot
Download or read book Fostering Learner and Teacher Autonomy Through Project-based Computer-assisted Language Learning written by Worawoot Tutwisoot and published by . This book was released on 2012 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the development of autonomy in language learning through exposure to a Project-Based Computer-Assisted Language Learning (PBCALL) programme. The participants were 12 undergraduate English language teacher education students in Nakhon Ratchasima Rajabhat University in Thailand. The data were collected in three phases to address three research questions: What supported and hindered the development of autonomy in the participants' previous experience? To what extent did participation in the PBCALL programme foster the development of autonomy of the participants as learners of English? Did the participants, as teachers, apply the concept of autonomy in their professional development and classroom teaching? The data collected included three individual interviews, students' journal, scripts of Computer-Mediated Communication, and the researcher's field notes. The data were analysed qualitatively by using activity theory as an analytical framework.In this study, autonomy refers to two aspects: freedom of the participants in the classroom and self-regulated learning beyond the classroom. The analysis of the first phase of the study revealed three levels of contradictions that constrained the exercise of autonomy in the participants' previous learning experience both in the pedagogical context and beyond the classroom. In the primary level, the participants found contradictions within themselves. They admitted that while they valued the freedom, some of them were familiar with a passive and dependent role in the classroom. Beyond the classroom, they were aware that autonomous learning after class was crucial when learning English. However, they admitted that a lack of motivation and the ability to find mediating artefacts hindered self-learning activities in their free time. In the second level, it was found that there were contradictions among elements in the activity system. The teacher took control of the classroom and made most of the decisions about mediating artefacts including teaching and learning activities, contents, and materials. The secondary contradictions occurred when these mediating artefacts did not match the interest, preference, and object of the participants. Beyond the classroom, the participants lacked the ability to find suitable learning materials. The tertiary contradictions were revealed because the teacher's choice was found to be influenced by external factors outside the activity system including expectation of the institution, predetermined curriculum, and government policy. The second phase of the study aimed to investigate the impact of participation in the PBCALL Programme on the participants' autonomy in learning English. The PBCALL Programme was a 12-week programme designed to encourage the participants to learn English through meaningful tasks, collaboration in autonomy supportive and Computer-Assisted Language Learning (CALL) environments. The analysis of this phase revealed that the PBCALL Programme increased the participants' motivation, raised awareness of freedom in learning English, and enhanced the ability to find artefacts to mediate their current study, their learning of English, and class preparation for their own teaching.The third phase of the study took place after the participants returned from practicing teaching in primary and secondary schools. This phase investigated the participants' experience as teachers of English focusing on teacher autonomy which refers to the academic freedom to manage their own classroom and the autonomy to self-regulate their own professional development. The analysis revealed that the degree of freedom to manage their own classroom was different depending on the rules or norms of the school in which they were teaching, predetermined teaching materials, curriculum, government policy, and the expectation of the school, colleagues, and stakeholders. In terms of professional development, some participants reported that as a result of participation in the PBCALL Programme, they kept learning English on their own and used the Internet as a tool for class preparation. They also shared the knowledge with their colleagues who had never benefited from the Internet because of a lack of ability.The participants tried to foster the first aspect of autonomy of their students by providing their students with the opportunity to engage in decision making in the classroom to different degrees. They reported positive outcomes including increasing students' motivation and enhancing their engagement in the classroom. However, some of the participants were constrained by the interpretation of the appropriateness of freedom and the estimation of the readiness for autonomy of their students. In terms of the second aspect of autonomy, the participants tried to motivate their students both intrinsically and extrinsically. The secondary contradictions were found between the participants and their students when their objects were different. Moreover, they attempted to equip their students with the ability to find learning artefacts especially from the Internet so that they could learn autonomously beyond the classroom. However, some of the participants were constrained by insufficient facilities.
Book Synopsis Educating English Language Learners by : Fred Genesee
Download or read book Educating English Language Learners written by Fred Genesee and published by Cambridge University Press. This book was released on 2006-01-16 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
Book Synopsis Case Studies in Language Curriculum Design by : John Macalister
Download or read book Case Studies in Language Curriculum Design written by John Macalister and published by Routledge. This book was released on 2013-05-13 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Case studies are a powerful pedagogical tool for illuminating constructs and models in real-life contexts. Covering a wide range of teaching-learning contexts and offering in-depth analyses of ESL/ELT language curriculum design issues, this casebook is distinctive and unique in that each case draws on and is clearly linked to a single model presented in Nation and Macalister’s Language Curriculum Design (www.routledge.com/9780415806060), giving the book a high degree of coherence. A short commentary by the editors after each case highlights features of note and/or issues arising from it. This is a versatile text, designed to work as a companion to Language Curriculum Design (adding meaning and depth to the model presented there by relating it to a range of applications), as a stand-alone text, or as a resource for language teacher trainees, teacher educators, practicing teachers, program administrators, and materials writers in the field.
Book Synopsis What Teachers Need to Know About Language by : Carolyn Temple Adger
Download or read book What Teachers Need to Know About Language written by Carolyn Temple Adger and published by Multilingual Matters. This book was released on 2018-07-10 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rising enrollments of students for whom English is not a first language mean that every teacher – whether teaching kindergarten or high school algebra – is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond.
Book Synopsis Hands-On English Language Learning - Early Years by : Jennifer E. Lawson
Download or read book Hands-On English Language Learning - Early Years written by Jennifer E. Lawson and published by Portage & Main Press. This book was released on 2009-09-04 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Hands-On English Language Learning program is a resource for classroom teachers, specialist teachers working with English-language learners, and other educational professionals who support these students. To assist your students in developing language skills, this resource includes: specific curricular connections for each lesson to identify links to subject-area themes in language arts, mathematics, science, social studies, health, physical education, and the arts integrated class activities to promote learning in context for all students in the classroom suggested activities focus on curricular topics in all subject areas, while supporting English language learners relevant topics such as the classroom and school, clothing, food, hobbies and interests, plants and animals of Canada, the world, and the environment age-appropriate, high-interest learning activities that foster the development of essential English language vocabulary and skills in listening, speaking, reading, writing, viewing, and representing activities (in keeping with the philosophy of all Portage & Main Press Hands-On programs) that are student-centred and focus on real-life, hands-on experiences Please note: All blackline masters are included on a CD.
Book Synopsis Learner and Teacher Autonomy by : Terry Lamb
Download or read book Learner and Teacher Autonomy written by Terry Lamb and published by John Benjamins Publishing. This book was released on 2008-02-06 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning). The book’s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy.
