Literature as language and language as culture: The implications for literature in language teaching - Ronald Carter (2004). Language and creativity: The art of common talk. Abingdon: Routledge. Pp. xiii +255. ISBN 0415234492 (pbk). - Geoff Hall (2005). Literature in language education (Research and Practice in Applied Linguistics). Basingstoke & New York: Palgrave MacMillan. Pp. xii + 278. ISBN 1-4039-4336-2 (pbk). - Amos Paran (ed.) (2007). Literature in language teaching and learning (Case Studies in TESOL Practice). Alexandria, VA: TESOL. Pp. viii + 192. ISBN 193118524-7 (pbk). - Greg Watson & Sonia Zyngier (eds.) (2006). Literature and stylistics for language learners: Theory and practice. Basingstoke & New York: Palgrave MacMillan. Pp. xxiii + 217. ISBN 1-4039-8799-8 (hbk).

2008 ◽  
Vol 41 (4) ◽  
pp. 587-596 ◽  
Author(s):  
Heather Hewitt
Keyword(s):  
New York ◽  
Education Research ◽  
Case Studies ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Education ◽  
Theory And Practice ◽  
Research And Practice

VOCABULARY IN LANGUAGE TEACHING. Norbert Schmitt. New York: Cambridge University Press, 2000. Pp. xv + 224. $59.95 cloth, $21.95 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 425-426
Author(s):  
Jessica Williams
Keyword(s):  
New York ◽  
Teaching And Learning ◽  
Vocabulary Acquisition ◽  
Language Teaching ◽  
Language Education ◽  
Lexical Acquisition ◽  
Just In Time ◽  
Cambridge University ◽  
New Research

It has been more than a decade since the publication of Paul Nation's Teaching and learning vocabulary (1990), which brought together the findings in lexical acquisition and teaching at the time and has been an invaluable reference and guide to many in the field. However, after years of neglect, vocabulary acquisition has finally come into its own with an explosion of attention and new research, creating a need for an update. Just in time comes Norbert Schmitt's Vocabulary in language teaching (VLT) in the Cambridge Language Education Series.

The Impacts of the Coronavirus Pandemic (COVID-19) on Language Education

2021 ◽  
pp. 124-140
Author(s):  
Semahat Aysu ◽  
Şeyda Sanlı
Keyword(s):  
Online Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Rapid Change ◽  
Language Education ◽  
Teaching Tools ◽  
Asynchronous Online Learning ◽  
The World ◽  
Language Teaching Methods

The coronavirus pandemic (COVID-19) started to affect the education around the world in the winter of 2020, and each education level such as primary education, secondary education, and higher education had to adapt synchronous or asynchronous online learning emergently. This study will focus on particularly the rapid change in language teaching and learning. How the pandemic had an effect on language learners or teachers and language teaching methods or tools will be discussed in the light of the studies conducted from the beginning of the pandemic until now. Therefore, this study will be a theoretical study which summarizes the results of the studies, and the following questions will be examined in this review of literature: What is online learning? What are the differences between synchronous or asynchronous online learning? What kinds of digital applications, platforms, or teaching tools can be used in online learning?

scholarly journals Book review "Online Communication in Language Teaching and Learning"

2009 ◽  
Vol 15 ◽  
pp. 94
Author(s):  
David Perry
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Online Communication ◽  
Research And Practice ◽  
Language Teaching And Learning

<p>Lamy, Marie-Noëlle &amp; Hampel, Regine (2007)<br />Online Communication in Language Teaching and Learning<br />Series: Research and Practice in Applied Linguistics<br />London: Palgrave MacMillan<br />ISBN: 9780230001275 (280 pages)</p>

Reframing Technology's Role in Language Teaching: A Retrospective Report

2019 ◽  
Vol 39 ◽  
pp. 8-23 ◽  
Author(s):  
Lara Lomicka ◽  
Gillian Lord
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Education ◽  
Annual Review ◽  
Computer Assisted ◽  
Modern Language Association ◽  
Modern Language

AbstractAs the field of applied linguistics ponders and even embraces the myriad roles technology affords language education, we frame this critical report within the context of the Modern Language Association's 2007 report, along with earlier state-of-the-field Annual Review of Applied Linguistics (ARAL) pieces (e.g., Blake, 2007; 2011) to consider not only where we've come from but also, crucially, where the field is headed. This article begins with an overview of the field, examining the role of technology and how it has been leveraged over decades of language teaching. We also explore issues such as the goals established by the Modern Language Association (MLA) with respect to shaping technological vision and the role of technology in enhancing the field of language education. We use this critical assessment to offer insights into how the field of computer-assisted language learning (CALL) can help shape the future of language teaching and learning.

scholarly journals Researching the Complexities of the School Subject Swedish as a Second Language: A Linguistic Ethnographic Project in Four Schools

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 205
Author(s):  
Christina Hedman ◽  
Ulrika Magnusson
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
International Comparisons ◽  
Language Education ◽  
Theory And Practice ◽  
Educational Goals ◽  
School Subject ◽  
Teacher Competences

This article focuses on language education policy for language learners in Sweden by building on a synthesis of findings from a research project on the school subject Swedish as a second language (SSL). The project was located in three upper secondary schools and one primary school with a large proportion of migrant students, of whom a majority studied SSL. We present previously published core findings, as well as revisit data for new analyses. The overarching aim is to contribute new knowledge on the complexities of arranging for sustainable, equitable and high-quality language educational provisions that include the teaching and learning of the language of schooling, through the lens of SSL. First, we outline and discuss the relatively unique design of SSL and discourses surrounding the subject, and also make some international comparisons with English as an Additional Language. Secondly, we discuss the role of pedagogical scaffolding of advanced literacy and literary content, and of multilingual aspects in SSL, as well as examine policy frictions in the data. We conclude by reflecting on the role of teacher competences and research methodology. Researching a second language subject is to stand in the crossroad of macro policy, the theory and practice of language education, and equity. All these aspects need to be considered to reach sustainable educational goals.

scholarly journals CLT at the Higher Secondary Level in Bangladesh: Theory and Practice

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 71-86
Author(s):  
Md Mohib Ullah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Ministry Of Education ◽  
Efl Context ◽  
New Methods ◽  
Real Picture

With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86

scholarly journals Editor's Introduction

2011 ◽  
Vol 31 ◽  
pp. vi-vii
Author(s):  
Charlene Polio
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Collaborative Writing ◽  
Asia Pacific ◽  
Annual Review ◽  
Second Languages ◽  
Specific Skill ◽  
Second Language Pedagogy

With this volume of the Annual Review of Applied Linguistics (ARAL), I continue the tradition of my predecessors of producing a volume on the topic second language pedagogy about every five years. Although applied linguistics encompasses more than the teaching and learning of second languages, articles on these topics tend to be among the most downloaded from the ARAL web site. I decided, however, to break with the tradition of focusing mostly on specific skill areas. Because language teaching is a situated activity that cannot be separated from its contexts and learners, the first section is devoted to language learning in or for specific contexts (secondary school settings, online, the workplace, the Asia-Pacific region, and study abroad), and the second section focuses on specific learners (young learners, adult emergent readers, and hearing learners of sign language). These are followed by a section on integrated approaches and includes articles on language-literature instruction, content and language integrated learning, the application of corpus research to language teaching, and multimodal literacy. The final section includes articles on more specific skill areas including teaching non-Roman writing systems, collaborative writing, and pragmatics.

scholarly journals English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

2021 ◽  
Vol 6 (2) ◽  
pp. 222
Author(s):  
Huyi Intan Sari ◽  
Choiril Anwar
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Experience ◽  
Negative Evaluation ◽  
Teaching Anxiety

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

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