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020 _a9780387463018
_9978-0-387-46301-8
024 7 _a10.1007/978-0-387-46301-8
_2doi
050 4 _aLC8-6691
072 7 _aCJ
_2bicssc
072 7 _aEDU018000
_2bisacsh
082 0 4 _a407.1
_223
245 1 0 _aInternational Handbook of English Language Teaching
_h[electronic resource] /
_cedited by Jim Cummins, Chris Davison.
264 1 _aBoston, MA :
_bSpringer US,
_c2007.
300 _aLVI, 1201 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringer International Handbooks of Education ;
_v15
505 0 _aThe Global Scope and Politics of ELT: Critiquing Current Policies and Programs -- Introduction: The Global Scope and Politics of ELT: Critiquing Current Policies and Programs -- ELT and Colonialism -- Ideology, Language Varieties, and ELT -- Tensions Between English and Mother Tongue Teaching in Post-Colonial Africa -- A Critical Discussion of the English-Vernacular Divide in India -- ELT Policy Directions in Multilingual Japan -- English Language Teaching in Korea -- The National Curriculum Changes and Their Effects on English Language Teaching in the People’s Republic of China -- ELT and Bilingual Education in Argentina -- English, No Longer a Foreign Language in Europe? -- Common Property: English as a Lingua Franca in Europe -- Teaching English as a Third Language -- Protecting English in an Anglophone Age -- Adult Immigrant ESL Programs in Canada -- Focus on Literacy -- Methods, Meanings and Education Policy in the United States -- The Goals and Focus of the ELT Program: Problematizing Content and Pedagogy -- Introduction: The Goals and Focus of the ELT Program: Problematizing Content and Pedagogy -- The Goals of ELT -- Integrating School-Aged ESL Learners into the Mainstream Curriculum -- Communicative Language Teaching -- Language Instruction Through Tasks -- Knowledge Structures in Social Practices -- Accelerating Academic Achievement of English Language Learners -- Predicting Second Language Academic Success in English Using the Prism Model -- Four Keys for School Success for Elementary English Learners -- Collaborating in ESL Education in Schools -- Organization of English Teaching in International Schools -- English for Specific Purposes -- An Interdisciplinary Approach to Teaching Adults English in the Workplace -- Assessment and Evaluation in ELT: Shifting Paradigms and Practices -- Introduction: Assessment and Evaluation in ELT: Shifting Paradigms and Practices -- Standards-Based Approaches to the Evaluation of ESL Instruction -- The Standards Movement and ELT for School-Aged Learners -- High-Stakes Testing and Assessment -- New Directions in Testing English Language Proficiency for University Entrance -- The Impact of Testing Practices on Teaching -- Classroom-Based Assessment: Possibilities and Pitfalls -- The Power of Language Tests, The Power of the English Language and the Role of ELT -- Different Definitions of Language and Language Learning -- The Learner and the Learning Environment: Creating New Communities -- Introduction: The Learner and the Learning Environment: Creating New Communities -- ESL Learners in the Early School Years -- The Adolescent English Language Learner -- What about the Students? English Language Learners in Postsecondary Settings -- Imagined Communities, Identity, and English Language Learning -- Academic Achievement and Social Identity Among Bilingual Students in the U.S. -- Sociocultural Theory -- Mediating Academic Language Learning Through Classroom Discourse -- Creating a Motivating Classroom Environment -- Autonomy and Its Role in Learning -- Creating a Technology-Rich English Language Learning Environment -- The Internet and English Language Learning -- Constructs of Language in ELT: Breaking the Boundaries -- Introduction: Constructs of Language in ELT: Breaking the Boundaries -- Psycholinguistic Perspectives on Language and Its Acquisition -- Academic Language -- Teaching Implications of L2 Phonology Research -- Current Perspectives on Vocabulary Teaching and Learning -- Changing Approaches to the Conceptualization and Teaching of Grammar -- Extending Our Understanding of Spoken Discourse -- New Directions in Student Academic Writing -- From Literacy to Multiliteracies in ELT -- Technology and Writing -- Multimodal Pedagogies, Representation and Identity: Perspectives from Post-Apartheid South Africa -- Approaches to Genre in ELT -- Researching and Developing Teacher Language Awareness -- Research and Teacher Education in ELT: Meeting New Challenges -- Introduction: Research and Teacher Education in ELT: Meeting New Challenges -- Qualitative Approaches to Classroom Research with English Language Learners -- Action Research -- Narrative Inquiry and ELT Research -- Conversation Analysis: Issues and Problems -- Poststructuralism and Applied Linguistics -- What Shapes Teachers’ Professional Development? -- Appropriating Uncertainty -- Teacher Education for Linguistically Diverse Communities, Schools, and Classrooms -- Challenges and Opportunities for the Teaching Profession -- Teachers’ Roles in the Global Hypermedia Environment -- Preparing Teachers for Technology-Supported ELT.
520 _aThis two-volume handbook provides a comprehensive examination of policy, practice, research, and theory related to English language teaching (ELT) in international contexts. Nearly 70 chapters highlight the research foundation for the best practices, frameworks for policy decisions, and areas of consensus and controversy in the teaching and development of English as a second and/or additional language for kindergarten through to adult speakers of languages other than English. In doing so it problematizes traditional dichotomies and challenges the very terms that provide the traditional foundations of the field. A wide range of terms has been used to refer to the key players involved in the teaching and learning of the English language and to the enterprise of English language teaching as a whole. At various times and in different contexts, the following labels have been used in countries where English is the dominant language to describe programs, learners, or teachers of Enghsh: English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), and English language learners (ELL). In contexts where EngUsh is not the dominant language, the following terms have been used: English as a foreign language (EFL), English as an international language (EIL), and English as a lingua franca (ELF).
650 0 _aEducation.
650 0 _aLanguage and education.
650 0 _aAssessment.
650 1 4 _aEducation.
650 2 4 _aLanguage Education.
650 2 4 _aAssessment, Testing and Evaluation.
700 1 _aCummins, Jim.
_eeditor.
700 1 _aDavison, Chris.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9780387463001
830 0 _aSpringer International Handbooks of Education ;
_v15
856 4 0 _uhttp://dx.doi.org/10.1007/978-0-387-46301-8
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c502947
_d502947