Kooperativer Bibliotheksverbund

UID:

Format: 1 Online-Ressource (293 Seiten) , Illustrationen

ISBN: 9783737015639

Series Statement: Interdisziplinäre Verortungen der Angewandten Linguistik Band 8

Content: European society in the 21st century is characterised by increasing linguistic and cultural diversity and this offers valuable resources both on the economic and ideational level. At the same time, this growing diversity raises challenges to societies in terms of ensuring greater equity and social cohesion. In this book, the authors discuss the role of languages and multilingualism in the education system and at the interface of formal education and the home environment in this time of transition. They offer perspectives of four European countries, namely Germany, Greece, Ireland and Poland. By this, the authors aim to provide teacher educators, interested teachers and also other stakeholders in the education system with essential contextual information and related pedagogical considerations in the areas of language acquisition, multilingualism, multilingual upbringing, whole-school development and language-sensitive teaching.

Additional Edition: ISBN 9783847115632

Additional Edition: ISBN 3847115634

Additional Edition: Erscheint auch als Druck-Ausgabe Szczepaniak-Kozak, Anna Promoting multilingual practices in school and home environments Göttingen : V&R unipress, 2023 ISBN 9783847115632

Additional Edition: ISBN 3847115634

Language: English

Keywords: Deutschland ; Griechenland ; Irland ; Polen ; Mehrsprachigkeit ; Zuhause ; Schule

URL: kostenfrei

URL: kostenfrei

URL: Inhaltsverzeichnis

URL: Cover

Author information: Ballweg, Sandra

Author information: Masterson, Mary

Author information: Szczepaniak-Kozak, Anna

Author information: Daase, Andrea 1972-

UID:

Format: xii, 188 Seiten , Illustrationen , 24 cm

ISBN: 9781474412629 , 1474412629 , 9781474412643 , 1474412645

Series Statement: Studies in social interaction

Additional Edition: Erscheint auch als Online-Ausgabe, PDF ISBN 978-1-4744-1263-6

Additional Edition: Erscheint auch als Online-Ausgabe, EPUB ISBN 978-1-4744-1265-0

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

URL: Inhaltsverzeichnis

Author information: Farr, Fiona 1971-

UID:

Format: 293pp.

Edition: 1st edition

ISBN: 9783737015639

Series Statement: Interdisziplinäre Verortungen der Angewandten Linguistik

Content: Abstract European society in the 21st century is characterised by increasing linguistic and cultural diversity and this offers valuable resources both on the economic and ideational level. At the same time, this growing diversity raises challenges to societies in terms of ensuring greater equity and social cohesion. In this book, the authors discuss the role of languages and multilingualism in the education system and at the interface of formal education and the home environment in this time of transition. They offer perspectives of four European countries, namely Germany, Greece, Ireland and Poland. By this, the authors aim to provide teachers, educators and other stakeholders in the education system with essential contextual information and related pedagogical considerations in the areas of language acquisition, multilingualism, multilingual upbringing, whole-school development and language-sensitive teaching.

Additional Edition: Printed edition: ISBN 9783847115632

Language: English

DOI: 10.14220/9783737015639

URL: https://doi.org/10.14220/9783737015639

URL: https://www.vr-elibrary.de/action/showBook?doi=10.14220%2F9783737015639

URL: https://doi.org/10.14220/9783737015639

URL: https://www.vr-elibrary.de/action/showBook?doi=10.14220%2F9783737015639

URL: https://doi.org/10.14220/9783737015639

URL: https://www.vr-elibrary.de/action/showBook?doi=10.14220%2F9783737015639

UID:

Format: 1 Online-Ressource (xvii, 228 Seiten) , Diagramme

ISBN: 9780429425530 , 9780429758287 , 9780429758270

Series Statement: Routledge applied corpus linguistics

Additional Edition: ISBN 9781138388475

Additional Edition: Erscheint auch als Druck-Ausgabe Farrell, Angela Corpus perspectives on the spoken models used by EFL teachers London : Routledge - Taylor & Francis Group, 2020 ISBN 9781138388475

Additional Edition: ISBN 9781032337746

Language: English

DOI: 10.4324/9780429425530

URL: lizenzpflichtig

URL: lizenzpflichtig

UID:

Format: 1 online resource (247 pages)

ISBN: 9780429758294 , 0429758294 , 9780429425530 , 0429425538 , 9780429758287 , 0429758286 , 9780429758270 , 0429758278

Series Statement: Routledge Applied Corpus Linguistics Ser.

Content: Corpus Perspectives on the Spoken Models used by EFL Teachers illustrates the key principles and practical guidelines for the design and exploitation of corpora for classroom-based research. Focusing on the nature of the spoken English used by L2 teachers, which serves as an implicit target model for learners alongside the curriculum model, this book brings an innovative perspective to the on-going academic debate concerning the models of spoken English that are taught today. Based on research carried out in the EFL classroom in Ireland, this book: explores issues and challenges that arise from the use of "non-standard" varieties of spoken English by teachers, alongside the use of Standard British English, and examines the controversies surrounding sociolinguistic approaches to the study of variation in spoken English; combines quantitative corpus linguistic investigations with qualitative functional discourse analytic approaches from pragmatics and SLA for classroom-based research; demonstrates the ways in which changing trends and perspectives surrounding spoken English may be filtering down to the classroom level. Drawing on a corpus of 60,000 words and highlighting strategies and techniques that can be applied by researchers and teachers to their own research context, this book is key reading for all pre- and in-service teachers of EFL as well as researchers in this field.

Note: List of Abbreviations and Acronyms Acknowledgements Introduction and Overview of the Book Chapter 1 - The Changing English Landscape Chapter 2 - Spoken English: New Issues and Perspectives Chapter 3 - Changing Target Models in the EFL Classroom Chapter 4 - Teacher talk as an Implicit Target Model Chapter 5 - Research Approach and Design Chapter 6 - Findings and Analysis: Teacher Language Attitudes Chapter 7 - Corpus Analysis and Findings: Frequencies and Distribution Chapter 8 - Corpus Analysis and Findings: Classroom Contexts and Communicative Role/s Chapter 9: Pedagogical Implications and Conclusions Bibliographical references Index

Additional Edition: Print version: Farrell, Angela. Corpus Perspectives on the Spoken Models Used by EFL Teachers. Milton : Routledge, ©2019 ISBN 9781138388475

Language: English

Keywords: Electronic books. ; Electronic books.

DOI: 10.4324/9780429425530.

URL: https://www.taylorfrancis.com/books/9780429425530

UID:

Format: 1 online resource (304 p.)

ISBN: 9781788921022 , 9783110767001

Series Statement: New Perspectives on Language and Education ; 111

Content: This book examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers' practices and professional development. The chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions.

Note: Frontmatter -- , Contents -- , Figures and Tables -- , Contributors -- , Acknowledgements -- , Introduction -- , Part 1 Macro-Perspectives on Teacher Reflection -- , 1 Reflection on Reflective Practice -- , 2 Language Teacher Reflection: A Systematic Review of Two Decades of Research -- , Part 2 Teacher Reflection Policies -- , 3 Applying Farrell's Evidence-Based Reflection to Strengthen TESOL Teacher Education: A Reflective Practice Report -- , 4 Tensions in Language Teachers' Reflective Practice in Continuing Professional Development -- , 5 The Positioning of Teacher Reflective Practice in TESOL-Related Policies -- , 6 Reflecting and Connecting: Creating Opportunities for Teacher Trainees to Connect Theory and Practice -- , Part 3 Teacher Reflection Practices and Impacts -- , 7 An Appreciative-Inquiry and Strengths-Based Approach to Pre-Service Teacher Reflection During the Practicum -- , 8 Duoethnography for Reflective Practice: Triumphs and Challenges -- , 9 Researcher Reflexivity and Reflective Dialogue: An Exploration of Pre-Service Teachers' Professional Identity Development -- , 10 Novice and Experienced Language Teachers' Collaborative Reflection on Their Professional Identity -- , 11 Reflective Practice as Identity Work: A Teacher Educator's Reflections on Identity Tensions -- , 12 'I Come Up With a New Way of Seeing Life': Pre-Service Language Teachers' Reflective Practice During Overseas Immersion -- , 13 Raising Teachers' Awareness of Intercultural Language Pedagogy Through Collaborative Reflection -- , 14 Reflecting on Native/Non-Native Identity from the Perspective of EFL Teachers -- , 15 Using Computer-Mediated Cooperative Development in a Virtual Reflective Environment Among English Language Teachers -- , 16 More than Words: Phraseology and Significance in the Reflective Practice Discourses of English Language Teacher Education -- , 17 Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses -- , Epilogue -- , Index , Mode of access: Internet via World Wide Web. , In English.

In: DG Plus PP Package 2022 Part 2, De Gruyter, 9783110767001

In: EBOOK PACKAGE COMPLETE 2022 English, De Gruyter, 9783110993899

In: EBOOK PACKAGE COMPLETE 2022, De Gruyter, 9783110994810

In: EBOOK PACKAGE Linguistics 2022 English, De Gruyter, 9783110993707

In: EBOOK PACKAGE Linguistics 2022, De Gruyter, 9783110993684

In: MultiLingual Matters Complete eBook-Package 2022, De Gruyter, 9783110767124

Language: English

DOI: 10.21832/9781788921022

URL: https://doi.org/10.21832/9781788921022

URL: https://www.degruyter.com/isbn/9781788921022

URL: Cover

UID:

Format: 1 online resource (304 p.)

ISBN: 9781788921022

Series Statement: New Perspectives on Language and Education ; 111

Content: This book examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers’ practices and professional development. The chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions.

Note: Frontmatter -- , Contents -- , Figures and Tables -- , Contributors -- , Acknowledgements -- , Introduction -- , Part 1 Macro-Perspectives on Teacher Reflection -- , 1 Reflection on Reflective Practice -- , 2 Language Teacher Reflection: A Systematic Review of Two Decades of Research -- , Part 2 Teacher Reflection Policies -- , 3 Applying Farrell’s Evidence-Based Reflection to Strengthen TESOL Teacher Education: A Reflective Practice Report -- , 4 Tensions in Language Teachers’ Reflective Practice in Continuing Professional Development -- , 5 The Positioning of Teacher Reflective Practice in TESOL-Related Policies -- , 6 Reflecting and Connecting: Creating Opportunities for Teacher Trainees to Connect Theory and Practice -- , Part 3 Teacher Reflection Practices and Impacts -- , 7 An Appreciative-Inquiry and Strengths-Based Approach to Pre-Service Teacher Reflection During the Practicum -- , 8 Duoethnography for Reflective Practice: Triumphs and Challenges -- , 9 Researcher Reflexivity and Reflective Dialogue: An Exploration of Pre-Service Teachers’ Professional Identity Development -- , 10 Novice and Experienced Language Teachers’ Collaborative Reflection on Their Professional Identity -- , 11 Reflective Practice as Identity Work: A Teacher Educator’s Reflections on Identity Tensions -- , 12 ‘I Come Up With a New Way of Seeing Life’: Pre-Service Language Teachers’ Reflective Practice During Overseas Immersion -- , 13 Raising Teachers’ Awareness of Intercultural Language Pedagogy Through Collaborative Reflection -- , 14 Reflecting on Native/Non-Native Identity from the Perspective of EFL Teachers -- , 15 Using Computer-Mediated Cooperative Development in a Virtual Reflective Environment Among English Language Teachers -- , 16 More than Words: Phraseology and Significance in the Reflective Practice Discourses of English Language Teacher Education -- , 17 Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses -- , Epilogue -- , Index , In English.

Language: English

DOI: 10.21832/9781788921022

URL: https://doi.org/10.21832/9781788921022

URL: https://www.degruyter.com/isbn/9781788921022

URL: https://doi.org/10.21832/9781788921022

URL: https://www.degruyter.com/isbn/9781788921022

UID:

Format: 1 online resource (200 p.)

Edition: First edition.

ISBN: 1-4744-1263-7

Series Statement: Studies in Social Interaction Series

Content: A data-led examination of interaction in language teacher educationStudies of the socialisation of trainee teachersAdopts empirical, corpus-based approaches to data analysis bringing quantitative and qualitative dimensions to the data descriptionsIncludes interactional tasks at the end of each chapter to consolidate understanding and encourage reflectionDraws on a number of modes of interaction including face-to-face lectures, tutorials, practice, feedback and online modes of computer-mediated communication including blogs, discussion forums, and chatCombining corpus linguistics and discourse analysis, this book draws on a range of spoken and written data collected from a variety of contexts. It explores interaction in pre- and in-service education programs and analyses the spoken and written interactions of teachers with varying levels of experience who are adopting a range of modes of interaction. Both face-to-face and online modes of computer-mediated communication are explored. In doing so the book provides examples of how data can be approached and used to uncover social-interactional themes and issues, in relation to language teacher education and as a micro-context of social interaction in general.With coverage of both theory and practice, this book is a key resource for educators and postgraduate students in areas such as second language teacher education, TESOL, cross-cultural communication, sociology, philology, as well as discourse analysts.

Note: Frontmatter -- , CONTENTS -- , List of Figures, Tables and Charts -- , List of Abbreviations -- , 1 Introducing the Contexts -- , 2 Language Teacher Education and Analysing Social Interaction -- , 3 Reflective Practice in Language Teacher Education -- , 4 A Data-Led Approach to Exploring Social Interactions in an English Language Teacher Education Community -- , 5 Socialisation into the English Language Teacher Education Community of Practice -- , 6 Language Teacher Identity -- , 7 Developing and Reflecting Teachers -- , 8 Conclusions -- , References -- , Index , In English.

Additional Edition: ISBN 1-4744-1262-9

Language: English

DOI: 10.1515/9781474412636

UID:

Format: 1 online resource (224 p.)

ISBN: 9780748645541

Series Statement: Edinburgh Textbooks in TESOL : TESOL

Content: How to develop good teaching practices and get the most out of feedback and reflectionBuilding on existing practice-based TESOL experience, knowledge and research, Practice in TESOL covers a range of topics that will comprehensively inform and enhance preparation for classroom practice. The book adopts three underlying principles to offer an accessible and highly practical resource for beginning and novice teachers.Firstly, it is strongly evidence-based, and mediates the relevant international research so that it becomes useful for beginner teachers. Secondly, it remains true to strong pedagogic foundations, while considering how technology can be appropriately integrated to enhance language teaching and learning. Thirdly, it takes a broader perspective on practice to include detailed discussions about teaching practice and feedback, reflective practice, and professional development and research.Drawing on the author’s own experiences and research as a teacher and educator, incorporating international case studies and examples, and including guided tasks and activities that can be carried out in-class, as well as independently outside the classroom, Practice in TESOL is an invaluable practical resource for TESOL student teachers and practising teachers. How to develop good teaching practices and get the most out of feedback and reflectionDraws on the author’s own experiences and research as a teacher and educatorA practical resource for TESOL student teachers and practising teachers

Note: Frontmatter -- , CONTENTS -- , USEFUL ABBREVIATIONS -- , SERIES EDITORS’ PREFACE -- , ACKNOWLEDGEMENTS -- , 1. INTRODUCTION: FROM LEARNER TO TEACHER -- , 2. THINKING ABOUT YOUR LEARNERS -- , 3. THINKING ABOUT YOUR MATERIALS -- , 4. OBSERVING TO LEARN -- , 5. THE LESSON PLAN -- , 6. IN THE CLASSROOM -- , 7. TEACHING PRACTICE FEEDBACK -- , 8. REFLECTIVE PRACTICE AND CONTINUING PROFESSIONAL DEVELOPMENT -- , 9. TEACHER RESEARCH ENGAGEMENT -- , 10. CONCLUSION -- , APPENDICES -- , 1. EXAMPLES OF PUBLISHED MATERIALS -- , 2. EXAMPLES OF ONLINE MATERIALS -- , 3. EXAMPLES OF CORPUS-INFORMED MATERIALS -- , 4. EXAMPLES OF ONLINE CORPORA AND CONCORDANCERS -- , 5A. REVIEW OF KEY TERMS AND CONCEPTS -- , 5B. GLOSSARY -- , 6. TEACHER DRESS AND BEHAVIOUR -- , 7. TEACHER STRATEGIES -- , 8. PEDAGOGIC OPTIONS/RESPONSES TO DIFFERENT TYPES OF DISCIPLINE PROBLEMS -- , REFERENCES -- , INDEX , In English.

Language: English

Subjects: English Studies

DOI: 10.1515/9780748645541

URL: https://doi.org/10.1515/9780748645541

URL: https://www.degruyter.com/isbn/9780748645541

URL: https://doi.org/10.1515/9780748645541

URL: https://www.degruyter.com/isbn/9780748645541

UID:

Format: 1 online resource (200 p.)

ISBN: 9781474412636

Series Statement: Studies in Social Interaction : SSI

Content: A data-led examination of interaction in language teacher educationStudies of the socialisation of trainee teachersAdopts empirical, corpus-based approaches to data analysis bringing quantitative and qualitative dimensions to the data descriptionsIncludes interactional tasks at the end of each chapter to consolidate understanding and encourage reflectionDraws on a number of modes of interaction including face-to-face lectures, tutorials, practice, feedback and online modes of computer-mediated communication including blogs, discussion forums, and chatCombining corpus linguistics and discourse analysis, this book draws on a range of spoken and written data collected from a variety of contexts. It explores interaction in pre- and in-service education programs and analyses the spoken and written interactions of teachers with varying levels of experience who are adopting a range of modes of interaction. Both face-to-face and online modes of computer-mediated communication are explored. In doing so the book provides examples of how data can be approached and used to uncover social-interactional themes and issues, in relation to language teacher education and as a micro-context of social interaction in general.With coverage of both theory and practice, this book is a key resource for educators and postgraduate students in areas such as second language teacher education, TESOL, cross-cultural communication, sociology, philology, as well as discourse analysts.

Note: In English.

Language: English

DOI: 10.1515/9781474412636

URL: https://doi.org/10.1515/9781474412636

URL: https://www.degruyter.com/isbn/9781474412636

URL: https://doi.org/10.1515/9781474412636

URL: https://www.degruyter.com/isbn/9781474412636