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In its exploration of four themes, this book shows how researchers, teachers and pupils for whom English is an additional language can develop together. The first theme is research - of a kind that is of direct benefit to teachers - done by teachers and teacher educators, with and for teachers. The second is professional development, since it shows how the research contributes to becoming a better teacher. The third theme is collaboration - of learners with teachers, teachers with teachers, and teachers with teacher educators. Finally, the studies are set within different language education contexts, seeking commonalties where the terms "foreign," "second," and "modern" have generally been divisive. The issues covered include the role of language across the curriculum, the links between oracy and literacy in bilingual learning, the relationship between communicative teaching and communicative testing, teacher development through distance learning programs, and the appropriacy to context of educational philosophies and technologies. Illustrating how colleagues in schools and higher education institutions can work together effectively for the benefit of all learners, it will be invaluable to educators searching for example of practitioner research to further their own development.
|Seeing if it makes a difference: a team-based approach to practitioner research with language support teachers||p. 1|
|Researching the use of ideational frameworks to support bilingual pupils' oracy and literacy skills in mainstream primary classrooms||p. 13|
|Input and output in primary science: a case study||p. 27|
|Putting discourse analysis theory into practice in the secondary English classroom: a fairy tale?||p. 43|
|In search of a role for email and the World Wide Web in improving the writing of bilingual learners||p. 53|
|Practice-based inquiry and in-service teacher education: a Namibian experience||p. 67|
|Writing to learn: a bottom-up approach to in-service teacher development||p. 83|
|Disseminating a Cultural Studies syllabus for foreign language teaching in Bulgaria: collaborative classroom research||p. 95|
|Teacher education for teachers of English and French: developing parallel distance learning programmes in Greece||p. 109|
|Distance mode INSET as personal change: unfreezing in Russia||p. 123|
|Developing links into chain reactions: the critical role of collaboration in moving from training to research||p. 137|
|The impact of INSET for mainstream teachers in supporting the needs of bilingual pupils||p. 149|
|Interculturality and English language paired oral exams: communication norms and their assessment||p. 165|
|Reforming language examinations as classroom research: washback and washforward in a cluster of teacher training colleges in Poland||p. 181|
|From generic to specific: a genre-based approach to ESP testing||p. 195|
|Table of Contents provided by Blackwell. All Rights Reserved.|
Number Of Pages: 224
Dimensions (cm): 22.8 x 14.5 x 1.9
Weight (kg): 0.318