Debates in Modern Languages Education offers a comprehensive introduction and synthesis of the major themes and research evidence in language learning and teaching today, providing an up-to-date, authoritative review of traditional and contemporary issues in language teaching.
With chapters by leading experts in the field, thematic sections explore and consider:
- the importance of a wide range of different knowledge bases and skills for effective teaching
- how to become expert practitioners
- approaches to teaching with reference to relevant theories, complex constructs, and empirical research
- the innovations and ideas that shape and will shape the discipline for the next decade.
Each thought-provoking chapter is supported by reference to further reading and additional material to encourage deeper exploration which will help the reader to fully engage in the debates presented. This book is a valuable resource for any student or practising teacher engaged in initial teacher education, continuing professional development and Masters level study.
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xvii | |
| Introduction to the series |
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xix | |
| Introduction |
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1 | (6) |
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7 | (44) |
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1 Languages over the past 40 years: Does history repeat itself? |
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9 | (13) |
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2 Cognitive processing and foreign language use |
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22 | (15) |
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3 Evidence-informed practice as an effective approach to teacher development |
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37 | (14) |
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PART II Issues in the classroom |
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51 | (150) |
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4 Listening and understanding |
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53 | (13) |
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66 | (15) |
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6 Developing reading and decoding in the modern foreign languages classroom |
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81 | (15) |
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7 Learning and teaching writing in the foreign languages classroom: Fostering writing-to-learn approaches |
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96 | (12) |
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8 Grammar: The never-ending debate |
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108 | (13) |
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9 Vocabulary and formulaic language: Where to begin? |
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121 | (14) |
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10 Cultural awareness: Should it be taught? Can it be taught? |
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135 | (15) |
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11 Developments in formative assessment: A retrograde step for teaching and learning? |
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150 | (13) |
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12 Making progress in languages: Issues around transition |
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163 | (11) |
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13 The many faces of motivation |
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174 | (12) |
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14 Learning strategies, autonomy and self-regulated learning |
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186 | (15) |
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PART III Educational debates |
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201 | (72) |
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15 Making the case for the future of languages |
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203 | (15) |
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16 Creative practice in the languages classroom |
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218 | (14) |
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17 Content and language integrated learning: Has its time come? |
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232 | (13) |
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18 Managing learners' needs: Policy, research and practice |
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245 | (14) |
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19 A new era for primary languages |
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259 | (14) |
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| References |
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273 | (37) |
| Index |
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310 | |
Patricia Driscoll is Reader in Education at Canterbury Christ Church University, UK.
Ernesto Macaro is Professor of Applied Linguistics at the University of Oxford, UK.
Ann Swarbrick is Languages Education Lead at CfBT Education Trust, UK, and President of the Association for Language Learning.
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