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Engaging Teacher Candidates and Language Learners With Authentic Practice
Teacher candidates need authentic practice with language learners so that they can test and hone their skills based on the concepts learned in their teacher education programs with real students. These candidates need practice before and beyond student teaching and fieldwork. If they are given the chance to practice during as many teacher education courses as possible and have access to language learners throughout their programs, they can focus on applying the specific content of each class they take in a real-world context with real students. Engaging Teacher Candidates and Language Learners With Authentic Practice highlights strategies teacher educators can use to give their teacher candidates authentic practice attached to coursework. By focusing on ways that authentic practice has been integrated into teacher preparation programs and studies that have been realized, this publication will provide practical ways for others to provide this authentic practice, which is much needed in teacher preparation programs. This book highlights topics such as pedagogy, student engagement, and intercultural competence and is ideal for educators, administrators, researchers, and students.
Rethinking directions in language learning and teaching at university level
This volume provides a timely focus on various aspects related to foreign language learning and teaching within the university context. It discusses current issues, such as: increasing popularity of English Medium Instruction (EMI), communication in English as a Lingua Franca, staying abroad, and provisions of English for professional or academic purposes. The chapters examine the (re)use of traditional methods and techniques to improve pedagogical practices in the new challenging contexts that arise due to contemporary social developments. The book aims at allowing readers to get better understanding of university students’ linguistic needs and to explore a number of practical pedagogical implications. It will be of interest to both researchers and practitioners working in the university context.
Early Instructed Second Language Acquisition
This book provides a holistic overview of what leads to success in foreign language learning at an early age and deepens our understanding of early foreign language learning. The studies use an array of methodological approaches to research learners aged between three and ten, as well as their parents and teachers, in instructional, minimal-input settings. They describe various ways of organising and promoting very early foreign language learning, both through language policy and innovative pedagogy, and focus on ways of providing input for second language acquisition, which include oral classroom discourse strategies, as well as learner development of literacy skills. Special attention is g...
CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017
2017 saw the 25th conference for the European Association of Computer-Assisted Language Learning (EUROCALL). Every year, EUROCALL serves as a rich venue to share research, practice, new ideas, and to make new international friends – and this year was no different. It is an innovative and inspiring conference in which researchers and practitioners share their novel and insightful work on the use of technology in language learning and teaching. This volume of short papers captures the pioneering spirit of the conference and you will find here both inspiration and ideas for theory and practice.
New directions in telecollaborative research and practice: selected papers from the second conference on telecollaboration in higher education
This collection of papers, consisting of 39 delegate contributions and three keynote articles from “New directions in telecollaborative research and practice: the second conference on telecollaboration in higher education” hosted by Trinity College Dublin in April 2016, offers a window on a rapidly evolving form of learning. Telecollaboration is used in many formats and contexts, but has as a defining feature the ability to unite learners from classrooms around the world in meaningful computer-mediated tasks and activities. This cross-disciplinary overview discusses telecollaboration in support of language and culture, teacher training, student mobility, and other disciplines and skills from a range of analytical perspectives. It will be of interest to anyone working in HE as an educator, researcher, educational designer, mobility officer, decision maker or administrator.
Second Language Teaching and Learning through Virtual Exchange
Virtual exchanges provide language learners with a unique opportunity to develop their target language skills, support inter-cultural exchange, and afford teacher candidates space to hone their teaching craft. The research presented in this volume investigates the role of virtual exchanges as both a teaching tool to support second language acquisition and a space for second language development. Practitioners obtain guidance on the different types of exchanges that currently exist and on the outcome of those exchanges so that they can make informed decisions on whether to include this type of program in their language teaching and learning classrooms. To this end, this edited volume contains chapters that describe individual virtual exchanges along with results of research done on each exchange to show how the exchange supported specific second language teaching and learning goals.
New Media and Perennial Problems in Foreign Language Learning and Teaching
The book concerns the ways in which the new media shape communication along with educational expectations and practices in foreign language classrooms. Although foreign language learners have cheap and easy access to information and ways of communication, they also wrestle with problems that have always accompanied language learning. The focus of the book is two-fold. On the one hand, the authors demonstrate how using social networks, videoconferencing, mobile phones, wikis, and computer-mediated interaction contributes to the development of language skills, negotiated interaction, autonomy, and intercultural competence. On the other, they discuss “old” issues pertaining to the role of vocabulary, corrective feedback, textbooks and inner speech in the process of language learning and use. Every chapter reports original empirical research on issues related to the new media and old problems in foreign language teaching contexts in various countries, and with respect to various age groups.
Languages for Social Cohesion
The ECML's Languages for social cohesion programme (2004-2007) involved approximately 4500 language professionals from Europe and beyond. This publication focuses on key developments in language education promoted through the work of the European Centre for Modern Languages of the Council of Europe (ECML). It serves three main functions. Firstly, it summarises the ECML's contributions to fostering linguistic and cultural diversity in European societies. Secondly, it contains the proceedings of the ECML Conference, held in September 2007 at the University of Graz, to communicate the results of this programme to the wider public. Thirdly, it provides a preview of the projects which comprise the next programme of the ECML (2008-2011): 'Empowering language professionals: competences - networks - impact - quality'. In this way the publication both provides an overview of current issues and trends in European language teaching and indicates perspectives for the future.
Issues in Teaching, Learning and Testing Speaking in a Second Language
The volume constitutes a state-of-the-art account of issues related to teaching, learning and testing speaking in a second language. It brings together contributions by Polish and international scholars which seek to create links between theory, research and classroom practice, report the findings of studies investigating the impact of linguistic, cognitive and affective factors on the development and use of speaking skills, and provide concrete pedagogic proposals for instruction and assessment in this area. As such, the book will be of interest not only to second language acquisition theorists and researchers, but also to foreign language teachers willing to enhance the quality of speaking instruction in their classrooms.
