Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This edited volume presents eleven empirical papers reporting the existing literature and the results of an original study focusing on EMI (English as a medium of instruction) in a particular area (Central and Eastern Europe, Western and Southern Europe, Nordic/Baltic countries, Central Asia, the Middle East, East Asia, South-East Asia, North Africa, Sub-Saharan Africa, South Asia, and Latin America). Each of these different areas tends to have its own ways of dealing with the EMI issue, and these are brought together in a meta-analysis in the final chapter. Implications for the conduct of English as a medium of instruction are drawn, both on a chapter-by-chapter basis and also in the meta-analysis. The examination of EMI on a contextual basis is a unique feature of this book, setting it apart from others in the field, which almost all deal with a single or limited context. The volume will be of interest to policymakers, institutional heads, graduate students and their teachers, and to thesis writers and researchers.

Language and languages—Study and teaching. --- Language Education. --- Language Teaching and Learning. --- Ensenyament de llengües estrangeres --- Anàlisi transcultural --- English-medium instruction --- Language and education --- Cross-medium studies.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

“This book fills the gap in the market to use literature for language teaching as it offers a rich source of references to all the main genres of literature and a great variety of creative and inspiring activities to understand and analyze these texts and improve learners' language skills.” -Prof. Dr. Nazife Aydınoğlu, Final University, Girne, North Cyprus “This insightful book seamlessly integrates language learning with literature, offering a dynamic L3 approach. With practical strategies and inspiring examples, it empowers teachers to create engaging language lessons that captivate students while fostering a deep appreciation for literature. I wholeheartedly support this book.” -Prof. Dr. Vinaya Kumari, Amity University, India “Being a teacher trainer/ educator for a long time, I always had worries about how to train teacher candidates on the integration of literature in their future classes. With this book now I feel more confident on the issue.“ -Prof. Dr. Birsen Tütüniş, Istanbul Kultur University, Turkey This accessibly-written textbook uses the intrinsic appeal of a story to engage students with language, and provides teachers with the background knowledge and the skills to use literature to construct lessons for their classes which integrate all four skills plus language awareness in an enjoyable way. Although a number of books and studies have examined the value of using literature to learn language, literature remains under-represented as a language learning resource. The author argues that the accumulated body of literature represents a bottomless pit of potential material, just waiting to be recognised and enjoyed. From a teacher’s point of view, a lesson based on a literary work can provide an integrated approach to language development which few other approaches can match. A piece of literature can be used to develop all four skills, both receptive and productive (reading, writing, listening speaking) as well as production skills and language awareness. This book will be an essential resource for pre-service and in-service teachers, teacher trainers, students and scholars of Applied Linguistics, Language Education, TESOL and related subjects. Carol Griffiths is Professor of ELT at Girne American University in North Cyprus.Her major areas of research interest include individual differences, teacher education and support, English as a medium of instruction, English as a lingua franca, action research, and using literature to teach language. .

Language and languages --- Linguistics --- Education in literature. --- Language Teaching and Learning. --- Language Education. --- Research Methods in Language and Linguistics. --- Literature and Pedagogy. --- Study and teaching. --- Methodology.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book advances the theory of action research, analyzing how it can be used to develop autonomy among language teachers. Although acknowledging that the research process is not always linear, the authors proceed according to a clear progression which teachers can adapt to their needs. They provide examples, narratives, questions and tasks, and give multiple ideas for establishing research questions, choosing appropriate methodologies, adapting to existing contexts, and collecting data. They also suggest possible instruments, and give clear instructions for carrying out the most common kinds of statistical procedures, and ideas for presenting, discussing, and writing up research findings. In spite of its practical bias, the book is theoretically and ethically rigorous, and contains an extensive glossary for quick and easy reference. It will appeal to trainee teachers, in-service teachers wanting to expand their own professional horizons or working for a higher qualification, and is an invaluable reference for teacher-educators and scholars.

Linguistics. --- Applied linguistics. --- Language and education. --- Teaching. --- Language and languages --- Applied Linguistics. --- Language Teaching. --- Teaching and Teacher Education. --- Language Education. --- Professional & Vocational Education. --- Study and teaching. --- Learner autonomy. --- Language teachers --- Training of. --- Autonomy (Education) --- Education --- Language and languages-Study and. --- Language and languages. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Language and languages—Study and teaching. --- Professional education. --- Vocational education. --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Educational linguistics --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"When we say that someone is a 'good language teacher', we are assigning that person an identity - in fact, multiple identities. They are a teacher, doing what teachers do in classrooms and schools or other institutional or online settings. They are also a language teacher, and so are associated with the instruction and learning of a particular subject, the target language. Finally, they are good at what they do. This means that not only do they have a particular role which performs a particular function, but they are also considered to be successful in achieving what they set out to do. Good can have several meanings, of course, all of which have implications for the identity of the teacher. We know teachers who are good because they achieve desirable outcomes for their learners. Others are good because they produce excellent materials and contribute knowledgeably to curriculum development, and still others because they are effective leaders - of colleagues, of institutions, and of innovation"--

Teacher effectiveness. --- Teacher quality --- Teachers --- Effective teaching --- Effective teaching. --- Language and languages --- Languages, Modern --- Study and teaching. --- Language and education --- Language schools --- Foreign language study --- Instructional effectiveness --- Teaching effectiveness --- Teaching quality --- Teaching --- Teacher effectiveness --- Language and languages Study and teaching --- Study and teaching --- Language and languages - Study and teaching --- Languages, Modern - Study and teaching