English Language Teaching in Its Social Context
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English Language Teaching in Its Social Context by Neil Mercer
Book DescriptionEnglish Language Teaching in its Social Context offers sociolinguistic, ethnographic, and social-psychological perspectives on TESOL teaching and learning and introduces the relevant literature on second language acquisition. Together with its companion volumes, it presents English language teaching in a variety of specific institutional, geographic and cultural contexts. The articles - a range of seminal and specially commissioned pieces - have been carefully chosen to present four major principles of English language teaching: * they focus on the roles played by teachers and learners * recognise the individuality of language learners * support teachers in the provision of active guidance for students' learning * examine both positive and negative patterns of interaction between learners and teachers. This Reader offers people unfamiliar with research in this field an overall impression of English language teaching issues while allowing the more experienced reader the opportunity to relate his or her own experiences to the theories presented.
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Book DetailsISBN: 9780415241229
(246mm x 174mm x 17mm)
Publisher: Taylor & Francis Ltd
Publish Date: 16-Nov-2000
Country of Publication: United Kingdom
Books By Author Neil Mercer
Common Knowledge, Paperback (December 2013)
'Common Knowledge' offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice. The authors present a study of education as the creation of 'common knowledge' or shared understanding between teacher and pupils.
Exploring Talk in School, Paperback (September 2008)
This book will help teachers make talk in classrooms more effective, educational and enjoyable
Dialogue and the Development of Children's Thinking, Paperback (June 2007)» View all books by Neil Mercer
Provide an account of the relationship between dialogue and children's learning development. This book provides a case for the importance of dialogue in children's intellectual development and supports this with a socio-cultural theory, which explains the relationship between dialogues and learning.
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