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Introduction to University Teaching
The essential guide to teaching and learning in higher education for anyone in teaching and learning support roles at university, including early career academics, postgraduate researchers and graduate teaching assistants.
Languages Professional Learning
The Community Language Schools SA Foundation Course is designed for those teaching in a language and culture program offered through a community language school in South Australia. Completion of the Foundation Course is a requirement for all teachers intending to teach in a community language program.The Foundation Course aims to introduce the fundamental theoretical and practical understandings and ideas that will enable teachers to teach the language and culture in their community language program. The program comprises the following sessions:?Session 1: The context of language/s teaching and learning in South Australia?Session 2: Views of language teaching and learning?Session 3: Principles of effective teaching and learning?Session 4: Knowing and connecting with your learners?Session 5: Classroom interaction - 1?Session 6: Classroom interaction - 2?Session 7: Teaching in action?Session 8: Planning and programming - 1?Session 9: Planning and programming - 2?Session 10: Assessment, reporting and evaluation
Learning and Teaching Across Cultures in Higher Education
Learning and Teaching Across Cultures in Higher Education contains theoretical rationale, resources and examples to help readers understand and deal with situations involving contact between learners or educators from different cultural backgrounds, as well as giving insights into the new global context of higher education.
Bilingualism in International Schools
International Schools have developed since their inception from a largely native English-speaking student body to schools such as the author’s, the Vienna International School (VIS), where there are students of 90 nationalities with 65 mother tongues. Maurice Carder proposes a “three-programme model” for addressing the language and curricula needs of these students: a content-based second language programme; a programme of cultural and linguistic training for all staff; and a mother tongue programme for minority students. The model is based on research findings and practice: at the VIS every year approximately 1/3 of the graduating students gain an IB Diploma (International Baccalaureate) because they are able to take their mother tongue (other than English or German) as Language A1. The book contains insightful chapters not only for school leaders, programme designers and teachers, but also for parents. Inserted boxes of student responses give an authentic voice to the needs of second language learners, and many useful resources and websites are given.
Languages Professional Learning
Community Language Schools SA offers a suite of 4 professional learning courses for teachers of community languages: Foundation, Intermediate, Advance and Leadership.The Community Language Schools SA Leadership Course is designed for those in leadership roles within a language and culture program offered through a community language school in South Australia. While elements of the course may be useful for those in administrative leadership roles, it is primarily designed for those providing leadership in curriculum, teaching and learning. Completion of the Leadership Course is optional for those working in leadership roles within community language school programs.The Leadership Course aims to develop participants' knowledge and capabilities to provide effective leadership within their community language program, particularly in relation to curriculum, teaching and learning, and in relation to relationships for learning - with teaching staff, students and community.Specific materials have been developed for each course. For the Leadership Course, the materials are provided as a handbook that includes all interactions and support materials needed for each session.
Languages Professional Learning
Community Language Schools SA offers a suite of 4 professional learning programs for teachers of community languages: ?Foundation ?Intermediate ?Advanced ?Leadership For each course, specific goals, objectives and materials were developed. For the Advanced Course, the materials are provided as a handbook that includes all interactions and support materials needed for each session. It is assumed that the courses are facilitated, with opportunities for discussion and sharing of understandings and practices that comes from experiences in different languages.PrinciplesThe following principles have underpinned the design and development of the set of the professional learning programs:?Designed a...
Curriculum Integrated Language Teaching
A guide on how to implement CLIL in the classroom to foster motivation, engagement and progress in language learning.
Researching Chinese Learners
This collection focuses on Chinese learners with original data sets using innovative research methods. It investigates Chinese learners' learning and language skills, perceptions and particularly the processes of reciprocal intercultural adaptations in a wide international context of Australia, Canada, China, Hong Kong, New Zealand and the UK.
Subject Literacy in Culturally Diverse Secondary Schools
This book supports teachers of all subject specialisms to consolidate their existing knowledge of language and shows them how to develop skills to use language to build subject knowledge at secondary level. Tasks guide the reader to think about the language we use for different purposes, and how we use it to describe, explain and learn about our world. This paves an accessible way for subject-related language to become more visible and enables readers to use accessible terminology to confidently talk about it, as well as modelling it and guiding the development of its use with all learners, including those with English as an Additional Language (EAL). Starting from basic educational principl...
Language Centres
Language centres serve an important role in the development and implementation of language policy and in supporting language teachers. This book describes five language centres, the Centre for Information on Language Teaching and Research (London), the European Centre for Modern Languages (Graz), the Regional Language Centre (Singapore), the National Foreign Language Center (NFLC, Washington DC), and the Centre for Applied Linguistics and Languages (CALL, Brisbane). These contrasting centres provide the basis for a discussion of the roles, functions and management of language centres and the challenges facing such centres (and universities in general) arising from tensions between the pursuit of academic excellence and the demands of commercialisation and economic rationalism. The author holds a chair in applied linguistics in Griffith University and has written extensively on language policy and its implementation and on language assessment. He has established and directed three language centres since the mid-1980s, including CALL since 1990, and is an Adjunct Fellow of NFLC.
