Language Teaching and Language Use in Non-Native Settings PDF Download

Author: Antoine Willy Ndzotom Mbakop
Publisher: Cambridge Scholars Publishing
ISBN: 1527559327
Category : Language Arts & Disciplines
Languages : en
Pages : 140

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Book Description
From Cameroon to Turkey through Jordan, this short volume illuminates the discrepancy between stated language teaching norms and real-life language use in non-native settings. It underscores the limitations of teaching materials, styles, and methods with regard to learners’ communication needs, and provides well-matched answers to foreign language classroom problems. This book will be of interest to language teachers and researchers who will gain an insight into the challenges of the foreign language class in different non-native milieus, and therefore enrich their teaching competence. Educational policy makers can also use it as a guide for designing contextually appropriate curricula and materials.

Author: Enric Llurda
Publisher: Springer Science & Business Media
ISBN: 9780387328225
Category : Computers
Languages : en
Pages : 332

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Book Description
As non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever. This volume provides different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It contributes seldom-explored perspectives, like classroom discourse analysis, and social-psychological framework to discuss conceptions of NNS teachers.

Author: George Braine
Publisher: Routledge
ISBN: 1135461864
Category : Education
Languages : en
Pages : 256

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Book Description
The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all except two of the chapters are at least partially contextualized in North America. Particularly relevant for non-native speakers who aspire to enter the profession, graduate students in TESOL programs, and teacher educators, the unique nature of this book's contributors and its contents will interest researchers and professionals in applied linguistics generally and in ELT, and all those who are concerned with the role of non-native speakers in English-language teaching.

Author: Carl Stewart Blyth
Publisher: Cengage Learning
ISBN: 9780838405116
Category : Language and languages
Languages : en
Pages : 0

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Book Description
This collection of papers is divided into five parts. Part 1, "The Native Speaker," includes "The (Non)Native Standard Language in Foreign Language Education: A Critical Perspective" (Robert W. Train) and "The Native Speaker, the Student, and Woody Allen: Examining Traditional Roles in the Foreign Language Classroom" (Anke Finger). Part 2, "The Pedagogical Norm," includes "The Acquisition of Sociostylistic and Sociopragmatic Variation by Instructed Second Language Learners: The Elaboration of Pedagogical Norms" (Albert Valdman) and "Linguistic Norms vs. Functional Competence: Introducing Quebec French to American Students" (Julie Auger). Part 3, "The Heritage Speaker," includes "Interaction with Heritage Language Learners in Foreign Language Classrooms" (Manel Lacorte and Evelyn Canabal) and "Near-Native Speakers in the Foreign Language Classroom: The Case of Haitian Immigrant Students" (Stacey Katz). Part 4, "The Use of English," includes "The Diglossic Foreign Language Classroom: Learners' Views on L1 and L2 Functions" (Monika Chavez) and "Identity, Deficiency, and First Language Use in Foreign Language Education" (Julie A. Belz). Part 5, "The Native/Non-Native Dichotomy Debated," includes "The Privilege of the Non-Native Speaker" (Claire Kramsch); "The Privilege of the Nonnative Speaker Meets the Practical Needs of the Language Teacher" (Dale A. Koike and Judith E. Liskin-Gasparro); "Prescriptivism, Linguistic Variation, and the So-Called Privilege of the Non-Native Speaker" (Betsy J. Kerr); "Privilege (or Noblesse Oblige) of the Nonnative Speaker of Russian" (Thomas J. Garza); and "The Native Speaker: Membership has its Privileges" (H. Jay Siskin). (Papers contain references.) (SM).

Author: Péter Medgyes
Publisher:
ISBN: 9781901760118
Category : English language
Languages : en
Pages : 172

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Author: Mike Long
Publisher: John Wiley & Sons
ISBN: 1118882210
Category : Language Arts & Disciplines
Languages : en
Pages : 513

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Book Description
This book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully. Combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education Details best practice for TBLT programs, including discussion of learner needs and means analysis; syllabus design; materials writing; choice of methodological principles and pedagogic procedures; criterion-referenced, task-based performance assessment; and program evaluation Written by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience Considers diffusion of innovation in education and the potential impact of TBLT on foreign and second language learning

Author: Rubén Chacón-Beltrán
Publisher: Multilingual Matters
ISBN: 1847694802
Category : Language Arts & Disciplines
Languages : en
Pages : 241

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Book Description
In a field like L2 vocabulary teaching and learning where interest and research studies are burgeoning, this book offers a useful collection of papers that contains new ways of investigating vocabulary development, techniques for vocabulary teaching such as the Focus on Form hypothesis, word associations, and the use of concordance data. In addition, it tackles recent areas of analysis such as the treatment of vocabulary in teaching materials—an area of almost complete neglect in the literature. The book is divided into three parts. Part one provides the overview and deals with the development of a model for vocabulary teaching and learning. Part two focuses on empirical studies on lexical processing in English and Spanish. Part three centers on materials design for vocabulary teaching and learning. The advances made in this book will certainly be of interest to researchers, teachers, and graduate students working on this very active field of inquiry.

Author: Heath Rose
Publisher: Cambridge University Press
ISBN: 1107162734
Category : Foreign Language Study
Languages : en
Pages : 277

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Book Description
Provides a ground-breaking attempt to unite discussions on the pedagogical implications of the global spread of English, and lobby for change.

Author: Miles Turnbull
Publisher: Multilingual Matters
ISBN: 1847697682
Category : Language Arts & Disciplines
Languages : en
Pages : 220

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Book Description
This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.

Author: Zou, Bin
Publisher: IGI Global
ISBN: 1466628227
Category : Education
Languages : en
Pages : 356

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Book Description
Educational technologies continue to advance the ways in which we teach and learn. As these technologies continue to improve our communication with one another, computer-assisted foreign language learning has provided a more efficient way of communication between different languages. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic scholars, language teachers, students, and policymakers a better understanding of the importance and influence of e-learning in second language acquisition.