Abstract
In view of a series of challenges since Task-Based Language Teaching (TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.
Among the many facets of Computer Assisted Language Learning (CALL), studies using computer language corpora have risen to considerable prominence in research agendas. The author argues that corpora are useful tools for practicing teachers. However, the myth that “corpus-based research is too complicated to be useful for teachers” (Conrad, 2009) prevails in pedagogical contexts. This chapter strives to dispel that myth by synthesizing a wealth of research and their accompanying pedagogical applications. Secondly, it shares specific pedagogical activities to implement corpus data in classroom teaching. These corpus-informed classroom strategies provide concrete examples that will assist TESOL/TEFL teachers in making their coursework authentic and therefore more meaningful to students learning language.
Students with autism often are challenged in the area of social skills and social development. This chapter highlights the following areas of concern for students with autism in the music classroom: the fundamentals of social development; socialization strategies in the music classroom; strategies for extending joint attention and eye contact in the music classroom; peer relationships and affective development; and reverse inclusion. Teacher vignettes are included for application examples.
Classroom strategies of multigrade teachers
