What makes a good language teacher? This up-to-date, practical book addresses that question from a 'human' perspective, recognising that teachers are not just machines, but have feelings, needs and identities of their own.
As the twenty-two topics of the chapters in this volume clearly indicate, language teachers are complex individuals, who are expected to have a range of personal qualities, to be able to satisfy the needs of their students and to have the knowledge and skills to provide instruction in a range of language areas. Not only that, but all of these requirements are constantly changing.
The authors present new insights from the real teaching environment that will be an invaluable help to language teachers at all stages of professional development.
Arvustused
'I highly recommend this volume because it is written from the perspective of real language teachers sharing their experiences. The scope of coverage is very impressive, with contributions from a range of teaching contexts across the globe, and from teachers who identify as being native and non-native speakers of English. All chapters are research and evidence-based, and explicit in the methodologies employed, making the volume attractive to both student and practising teachers wanting to engage in their own research projects.' Fiona Farr, University of Limerick ' the present book can be of great added value for teachers with different perspectives and experiences. Teachers who are at the beginning of their careers will find short introductions to the most important subject areas, experienced teachers are encouraged to carry out smaller scientific investigations in their own lessons or in their own teaching.' Laura Ehrler, Informationen Deutsch als Fremdsprache
Muu info
Explains how good language teachers work, drawing on teacher training theory as well as many examples and case studies.
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viii | |
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| Foreword |
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xxi | |
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| Preface: An Overview of Good Language Teachers |
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xxv | |
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Part I Macro Perspectives |
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1 Teacher Identity and Good Language Teachers |
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3 | (13) |
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2 Cognition and Good Language Teachers |
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16 | (12) |
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3 Intercultural Awareness and Good Language Teachers |
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28 | (13) |
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4 Reflection and Good Language Teachers |
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41 | (13) |
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5 Teacher Autonomy and Good Language Teachers |
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54 | (13) |
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6 English as a Lingua Franca and Good Language Teachers |
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67 | (13) |
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7 Burnout and Good Language Teachers |
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80 | (15) |
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Part II Classroom Perspectives |
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8 Method, Methodology, Technological Medium, and Good Language Teachers |
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95 | (12) |
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9 Assessment and Good Language Teachers |
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107 | (14) |
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10 Individual Differences and Good Language Teachers |
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121 | (12) |
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11 Classroom Management and Good Language Teachers |
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133 | (18) |
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12 Corrective Feedback and Good Language Teachers |
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151 | (13) |
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13 Relationships and Good Language Teachers |
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164 | (11) |
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14 Language Learning Strategies and Good Language Teachers |
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175 | (14) |
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Part III Instructional Perspectives |
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15 Pragmatics and Good Language Teachers |
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189 | (14) |
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16 Vocabulary and Good Language Teachers |
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203 | (16) |
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17 Grammar and Good Language Teachers |
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219 | (13) |
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18 Pronunciation and Good Language Teachers |
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232 | (14) |
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19 Listening and Good Language Teachers |
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246 | (14) |
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20 Speaking and Good Language Teachers |
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260 | (13) |
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21 Reading and Good Language Teachers |
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273 | (13) |
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22 Writing and Good Language Teachers |
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286 | (27) |
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Good Language Teachers: Past, Present, and Future Directions |
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298 | (11) |
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Epilogue: Good Language Teachers -- What Do They Do? What Do They Know? |
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309 | (4) |
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| Index |
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313 | |
Carol Griffiths has been a teacher, manager and teacher trainer of ELT for many years. She has taught in many places around the world, including New Zeland, Indonesia, Japan, China, North Korea and UK. She has presented at numerous conferences and published widely. Zia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Iran. He is co-editor of Applied Pragmatics and editor of Journal of Second Language Teacher Education. His research interests include L2 pragmatics, classroom discourse, teacher identity and cognition and EIL/ELF.
