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El. knyga: Language-Sensitive Teaching and Learning: A Resource Book for Teachers and Teacher Educators

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  • Formatas: PDF+DRM
  • Išleidimo metai: 01-Jan-2023
  • Leidėjas: Palgrave Macmillan
  • Kalba: eng
  • ISBN-13: 9783031113390
Kitos knygos pagal šią temą:
Language-Sensitive Teaching and Learning: A Resource Book for Teachers and Teacher EducatorsDidesnis paveikslėlis
  • Formatas: PDF+DRM
  • Išleidimo metai: 01-Jan-2023
  • Leidėjas: Palgrave Macmillan
  • Kalba: eng
  • ISBN-13: 9783031113390
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This textbook aims to raise teachers’ language awareness, to emphasise the importance of language and communication in enabling young people to reach their potential, and to develop their knowledge of how language and communication function in educational environments as well as outside. Laid out in a clear five-unit structure, and complemented by a range of classroom activities, reflective exercises, and case study examples from around the world, this book addresses the need for teachers to become more linguistically aware and sensitive in an accessible and reader-friendly way. It is an essential resource for pre-service and in-service teachers working with a range of age groups across the curriculum.
1 Unit 1: The Nature and Purposes of Language as Communication
1(28)
1.1 Introduction
1(1)
1.2 Section 1: Users of a Language as `Social Agents'
1(8)
1.2.1 Task 1
1(1)
1.2.2 Commentary
2(1)
1.2.3 Task 2
2(1)
1.2.4 Task 3
3(1)
1.2.5 Task 4
3(1)
1.2.6 Commentary
3(1)
1.2.7 Task 5
4(1)
1.2.8 Commentary
5(1)
1.2.9 Task 6
5(1)
1.2.10 Commentary
5(1)
1.2.11 Task 7
6(1)
1.2.12 Commentary
6(1)
1.2.13 Task 8
7(1)
1.2.14 Commentary
7(1)
1.2.15 Summary
8(1)
1.2.16 Some Questions for Reflection
9(1)
1.3 Section 2: Variations in Language Use
9(5)
1.3.1 Task 9
9(1)
1.3.2 Commentary
10(1)
1.3.3 Task 10
10(1)
1.3.4 Commentary
10(1)
1.3.5 Task
11(1)
1.3.6 Commentary
11(1)
1.3.7 Task 12
12(1)
1.3.8 Commentary
12(1)
1.3.9 Task 13
12(1)
1.3.10 Commentary
13(1)
1.3.11 Summary
13(1)
1.3.12 Some Questions for Reflection
14(1)
1.4 Section 3: Identity and Culture in Language Use
14(7)
1.4.1 Task 14
14(1)
1.4.2 Commentary
15(1)
1.4.3 Task 15
15(1)
1.4.4 Task 16
16(1)
1.4.5 Commentary
16(2)
1.4.6 Task 17
18(1)
1.4.7 Commentary
18(1)
1.4.8 Task 18
19(1)
1.4.9 Commentary
19(1)
1.4.10 Task 19
20(1)
1.4.11 Commentary
20(1)
1.4.12 Summary
20(1)
1.4.13 Some Questions for Reflection
21(1)
1.5 Section 4: Language and Power
21(6)
1.5.1 Task 20
21(1)
1.5.2 Commentary
22(1)
1.5.3 Task 21
23(1)
1.5.4 Commentary
23(1)
1.5.5 Task 22
24(1)
1.5.6 Commentary
24(1)
1.5.7 Task 23
25(1)
1.5.8 Task 24
25(1)
1.5.9 Commentary
26(1)
1.5.10 Summary
26(1)
1.5.11 Some Questions for Reflection
26(1)
1.6 Conclusion
27(2)
References
27(2)
2 Unit 2: Language and Communication in Education 1
29(28)
2.1 Section 1: Language and Learning
29(4)
2.1.1 Task 1
29(1)
2.1.2 Task 2
30(1)
2.1.3 Commentary
30(1)
2.1.4 Task 3
31(1)
2.1.5 Task 4
31(1)
2.1.6 Commentary
31(1)
2.1.7 Summary
32(1)
2.1.8 Questions for Reflection
33(1)
2.2 Section 2: Context and Communication
33(8)
2.2.1 Task 5
33(1)
2.2.2 Commentary
33(1)
2.2.3 Task 6
34(1)
2.2.4 Task 7
34(1)
2.2.5 Commentary
35(1)
2.2.6 Task 8
36(1)
2.2.7 Commentary
36(1)
2.2.8 Task 9
37(1)
2.2.9 Commentary
38(1)
2.2.10 Task 10
38(1)
2.2.11 Commentary
39(1)
2.2.12 Summary
39(2)
2.2.13 Some Questions for Reflection
41(1)
2.3 Section 3: The Uses of Language in Teaching
41(5)
2.3.1 Task 11
41(1)
2.3.2 Commentary
42(1)
2.3.3 Task 12
42(1)
2.3.4 Commentary
42(1)
2.3.5 Task 13
43(1)
2.3.6 Task 14
43(1)
2.3.7 Commentary
43(1)
2.3.8 Summary
44(2)
2.3.9 Questions for Reflection
46(1)
2.4 Section 4: Learning Talk and Context
46(8)
2.4.1 Task 15
46(1)
2.4.2 Commentary
47(1)
2.4.3 Task 16
47(1)
2.4.4 Commentary
48(1)
2.4.5 Task 17
49(1)
2.4.6 Commentary
49(1)
2.4.7 Task 18
50(2)
2.4.8 Commentary
52(1)
2.4.9 Summary
53(1)
2.4.10 Some Questions for Reflection
54(1)
2.5 Conclusion
54(3)
References
54(3)
3 Unit 3: Language and Communication in Education 2
57
3.1 Section 1: The Language Repertoires of Individual Students
57(12)
3.1.1 Task 1
57(1)
3.1.2 Commentary
58(1)
3.1.3 Task 2
59(1)
3.1.4 Commentary
59(1)
3.1.5 Task 3
60(1)
3.1.6 Commentary
60(1)
3.1.7 Task 4
60(1)
3.1.8 Task 5
61(1)
3.1.9 Commentary
61(1)
3.1.10 Task 6
62(1)
3.1.11 Commentary
63(1)
3.1.12 Task 7
63(1)
3.1.13 Commentary
64(1)
3.1.14 Task 8
65(1)
3.1.15 Commentary
66(1)
3.1.16 Task 9
66(1)
3.1.17 Commentary
67(1)
3.1.18 Summary
67(2)
3.1.19 Questions for Reflection
69(1)
3.2 Section 2: Language and Subjects
69(7)
3.2.1 Task 10
70(1)
3.2.2 Commentary
71(1)
3.2.3 Task 11
71(1)
3.2.4 Commentary
72(1)
3.2.5 Task 12
73(1)
3.2.6 Commentary
73(1)
3.2.7 Task 13
74(1)
3.2.8 Commentary
74(1)
3.2.9 Summary
75(1)
3.2.10 Questions for Reflection
76(1)
3.3 Section 3: Scaffolding
76(7)
3.3.1 Task 14
76(1)
3.3.2 Commentary
77(1)
3.3.3 Task 15
78(1)
3.3.4 Commentary
79(1)
3.3.5 Task 16
80(1)
3.3.6 Commentary
81(1)
3.3.7 Task 17
82(1)
3.3.8 Commentary
82(1)
3.4 Task 18
83(6)
3.4.1 Commentary
84(1)
3.4.2 Task 19
84(2)
3.4.3 Commentary
86(1)
3.4.4 Task 20
86(1)
3.4.5 Commentary
87(1)
3.4.6 Summary
88(1)
3.4.7 Questions for Reflection
89(1)
3.5 Section 4: The Impact of `Teaching' Language and Questions on Learning and Language Development
89(8)
3.5.1 Task 21
89(1)
3.5.2 Commentary
90(1)
3.5.3 Task 22
90(1)
3.5.4 Commentary
91(1)
3.5.5 Task 23
91(1)
3.5.6 Commentary
92(1)
3.5.7 Task 24
92(1)
3.5.8 An Art Teacher Might Say
93(1)
3.5.9 Commentary
94(1)
3.5.10 Task 25
95(1)
3.5.11 Commentary
96(1)
3.5.12 Summary
96(1)
3.5.13 Questions for Reflection
97(1)
3.6 Conclusion
97
References
98
4 Unit 4: Language and Communication in Education 3
99(1)
4.1 Section 1: The Impact of Schooling on the Development of a Student's Language Repertoire
99(7)
4.1.1 Task 1
99(1)
4.1.2 Task 2
100(1)
4.1.3 Commentary
100(1)
4.1.4 Task 3
100(1)
4.1.5 Commentary
101(1)
4.1.6 Task 4
102(1)
4.1.7 Commentary
103(1)
4.1.8 Task 5
103(1)
4.1.9 Commentary
104(1)
4.1.10 Task 6
104(1)
4.1.11 Commentary
104(1)
4.1.12 Summary
105(1)
4.1.13 Some Questions for Reflection
105(1)
4.2 Section 2: Aspects of Literacy and Oracy
106(12)
4.2.1 Task 7
106(1)
4.2.2 Commentary
106(1)
4.2.3 Task 8
107(1)
4.2.4 Commentary
107(1)
4.2.5 Task 9
108(1)
4.2.6 Commentary
108(1)
4.2.7 Task 10
108(1)
4.2.8 Task 11
109(1)
4.2.9 Commentary
109(1)
4.2.10 Task 12
109(1)
4.2.11 Commentary
110(1)
4.2.12 Task 13
111(1)
4.2.13 Task 14
111(2)
4.2.14 Commentary
113(1)
4.2.15 Task 15
114(1)
4.2.16 Commentary
115(1)
4.2.17 Summary
115(3)
4.2.18 Some Questions for Reflection
118(1)
4.3 Section 3: The Range of Genres which Children should be able to Understand and Reproduce in Different Subject Areas
118(3)
4.3.1 Task 16
118(1)
4.3.2 Task 17
119(1)
4.3.3 Commentary
119(1)
4.3.4 Summary
120(1)
4.3.5 Some Questions for Reflection
121(1)
4.4 Section 4: A Teacher's Language Repertoire and its Impact on the Development of Learners' Literacy and Oracy
121(4)
4.4.1 Task 18
121(1)
4.4.2 Commentary
122(1)
4.4.3 Task 19
123(1)
4.4.4 Commentary
123(1)
4.4.5 Summary
124(1)
4.4.6 Some Questions for Reflection
125(1)
4.5 Conclusion
125(2)
References
125(2)
5 Unit 5: Building Language Sensitivity into Teacher Education and Training
127(58)
5.1 Introduction
127(1)
5.2 Section 1: Improving the Current Situation in Teacher Education and Training
128(16)
5.2.1 Task 1
128(1)
5.2.2 Task 2
128(1)
5.2.3 Commentary
129(1)
5.2.4 Task 3
129(1)
5.2.5 Commentary
130(3)
5.2.6 Task 4
133(1)
5.2.7 Task 5
134(1)
5.2.8 Commentary
134(1)
5.2.9 Task 6
134(1)
5.2.10 Commentary
135(1)
5.2.11 Task 7
135(1)
5.2.12 Commentary
136(1)
5.2.13 Task 8
137(1)
5.2.14 Commentary
137(1)
5.2.15 Task 9
138(1)
5.2.16 Commentary
139(1)
5.2.17 Task 10
140(1)
5.2.18 Commentary
140(1)
5.2.19 Task 11
141(1)
5.2.20 Commentary
142(2)
5.2.21 Summary
144(1)
5.3 Section 2: Tasks for Teacher Training
144(8)
5.3.1 Introduction
144(1)
5.3.2 Task 12
144(1)
5.3.3 Commentary
145(1)
5.3.4 Task 13
146(1)
5.3.5 Commentary
147(1)
5.3.6 Task 14
147(1)
5.3.7 Commentary
148(1)
5.3.8 Task 15
148(1)
5.3.9 Commentary
149(1)
5.3.10 Task 16
150(1)
5.3.11 Task 17
150(1)
5.3.12 Task 18
151(1)
5.3.13 Commentary
151(1)
5.3.14 Summary
152(1)
5.4 Section 3: Drawing on Good Practice
152(12)
5.4.1 Introduction
152(1)
5.4.2 Germany
152(1)
5.4.3 Austria
153(1)
5.4.4 Task 19
153(1)
5.4.5 Commentary
153(1)
5.4.6 Task 20
154(1)
5.4.7 Task 21
155(1)
5.4.8 Commentary
155(1)
5.4.9 Switzerland
156(1)
5.4.10 Task 22
156(1)
5.4.11 Task 23
156(1)
5.4.12 Task 24
157(1)
5.4.13 Commentary
157(1)
5.4.14 Netherlands
158(1)
5.4.15 Task 25
159(1)
5.4.16 Commentary
160(1)
5.4.17 Task 26
160(1)
5.4.18 Commentary
160(2)
5.4.19 Task 27
162(1)
5.4.20 Commentary
163(1)
5.4.21 Summary
164(1)
5.5 Section 4: Building Language-Sensitive Teaching and Learning Systematically into all Teacher Education
164(14)
5.5.1 Task 28
165(1)
5.5.2 Commentary
166(1)
5.5.3 Task 29
167(1)
5.5.4 Commentary
168(2)
5.5.5 Task 30
170(1)
5.5.6 Commentary
171(1)
5.5.7 Task 31
172(1)
5.5.8 Commentary
173(1)
5.5.9 Task 32
174(1)
5.5.10 Commentary
174(1)
5.5.11 Task 33
175(1)
5.5.12 Commentary
176(1)
5.5.13 Summary
177(1)
5.6 Language-Sensitive Education: Taking Action
178(1)
5.7 Conclusion
179(6)
References
180(5)
Appendix: Inventory of Task Types for Teacher Education and Training 185(4)
Index 189
Richard Rossner is a freelance consultant and writer. He is a co-founder of Eaquals, an international non-profit association that works to raise the quality of language education worldwide by providing practical guidance and support for teaching organisations and teachers.  Rod Bolitho has worked in language education as teacher, teacher educator and manager for over 50 years in both the public and private sectors. He has an international reputation as author, trainer and consultant to ELT projects in Europe and beyond.
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