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Language Learner Autonomy
This volume offers a collection of essays addressing contemporary issues in foreign and second language education. In particular, it addresses language learner autonomy, both as a theoretical construct and in relation to areas of application such as the Common European Framework of Reference (CEFR), the European Language Portfolio (ELP), teacher training, Content and Language Integrated Learning (CLIL), and minority language provision. The contributors - well-known researchers, policy makers, teachers and teacher trainers - provide a multi-faceted insight into an innovative and influential approach to language education. David Little, to whom the volume is dedicated, was Associate Professor of Applied Linguistics and Head of the School of Linguistic, Speech and Communication Sciences at Trinity College Dublin. He is recognised worldwide as a leading proponent of the theory of language learner autonomy, and has been a driving force behind many influential language education initiatives internationally.
Thematic Collections
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Contemporary Computer-Assisted Language Learning
A state of the art reference volume on contemporary computer-assisted language learning, including chapters on research and methodology by leading international figures in the field.
A History of Applied Linguistics
This book provides one perspective on how Applied Linguistics has been defined and how the field of Applied Linguistics has developed over the last 30 years. The author addresses themes like why formal linguistic theories lost so much ground and how the interest in more socially oriented approaches grew? He also addresses the impact of Applied Linguistics on language teaching. Adopting a theme-based approach, the structure of this book is largely defined by the topics covered in interviews with 40 leading international figures selected by the author including Rod Ellis, Diane Larsen-Freeman, Susan Gass, Henry Widdowson, Suresh Canagarajah and Claire Kramsch. These data are supplemented by questionnaires from a further fifty applied linguists, also selected by the author. This will be of interest to anyone studying or researching Applied Linguistics and will also be relevant to those in the related area of English Language Teaching.
Handbook of Research on Web 2.0 and Second Language Learning
"This book investigates how those involved in education can respond to the opportunities offered by the Web 2.0 technology"--Provided by publisher.
Information and Communication Technologies in Vocationally Oriented Language Learning
New technologies have become the predominant influence on the way we live and work at the beginning of the new millennium. The aim of the ICT in VOLL project was to consider the potential new technologies have to offer for the creation of innovative learning environments for language training for professional and specific (vocationally oriented) purposes. Each phase of the project from its outset in 2000 was geared towards setting up a resource to be made available to the VOLL community in order to put theory into practice. This booklet and CD-ROM represent a compilation of the results of the project. The main chapters deal with theoretical considerations and practical solutions to new technologies and language learning and the four focuses: teacher training, web literacy, classroom extensions and data-driven learning.--Publisher's description.
Handbook on Information Technologies for Education and Training
This handbook aims to give readers a thorough understanding of past, current and future research and its application in the field of educational technology. From a research perspective the book allows readers to grasp the complex theories, strategies, concepts, and methods relating to the design, development, implementation, and evaluation of educational technologies. The handbook contains insights based on past experiences as well as future visions and thus amounts to a comprehensive all round guide. It is targeted at researchers and practitioners working with educational technologies.
ICT and Language Learning
This book aims to provide language teachers and trainers with a guide, in both practical and pedagogical terms, to the effective integration of Information and Communications Technologies (ICT) into language teaching and learning. It also aims to serve as an introduction to key areas in ICT for postgraduate students in applied linguistics and related disciplines, and thus to encourage further research and development in these areas.
Processes and Process-Orientation in Foreign Language Teaching and Learning
There can be no products without processes. Though this statement may seem to be no more than an overused generalization, it encapsulates the undoubted importance of processes and process-oriented approaches in language teaching and learning. In foreign language education in recent decades, researchers and practitioners alike are increasingly focusing their attention on: 1) the learner as the active subject of learning and the internal processes that constitute his/her learning leading to the development of communicative competence; 2) teaching approaches, curricula and materials that reflect this view of language learning; and 3) other factors such as the sociocultural context, social inter...
Teaching Young Learners in Bilingual Settings
Bilingual education, or CLIL, at primary school varies greatly across European educational contexts. Teaching Young Learners in Bilingual Settings reports on a study that explored one such CLIL context in Dortmund, Germany. Through interviews and classroom observations, the researcher and author sought not only to document some of what takes place in CLIL classrooms but to describe and understand teachers' thoughts and beliefs about their CLIL teaching practices. This research contributes to a better understanding of primary school CLIL programs and teachers and is relevant for researchers working in the fields of foreign language education, bilingual education, and language teacher cognition research. Furthermore, the insights into CLIL teachers' thinking can support CLIL teachers, administrators, and policy makers as they seek to further develop CLIL pedagogy and programs.
