Focus On Content Based Language Teaching Oxford Key Concepts For The Language Classroom

Examines the challenges of learning both language and content in the same class, and reviews classroom-based research on instructional practices that can meet those challenges in primary and secondary schools.

This module explores the content-driven approach to language teaching, or the teaching of nonlinguistic content such as geography, history, or science using the target language. It lays out effective techniques that help facilitate students’ comprehension of curricular content and also discusses how teacher collaboration and students’ L1s affect this approach to language teaching. With an instructional sequence comprising noticing, awareness, and practice activities as well as examples of content-and-language integrated units, the Content-Based Language Teaching module is the ideal main textbook for instructors seeking a clear and practical treatment of the topic for their courses, which can also be taught in conjunction with other modules in the series.

Focus on Learning Technologies helps teachers understand the role of digital technologies in supporting language learning for second or foreign language learners aged 5–18. Drawing on research with school-age learners, the book equips teachers with the knowledge necessary to make effective and principled decisions about choosing and using learning technologies in their own language classes. The book provides an accessible overview of key research studies on learning technologies, considers examples from real classroom practice, and provides activities to help teachers relate the content to their own teaching contexts. Additional online resources at www.oup.com/elt/teacher/folt Nicky Hockly is Director of Pedagogy at award-winning online training and development organisation The Consultants-E (www.theconsultants-e.com). Oxford Key Concepts Series Advisers: Patsy M. Lightbown and Nina Spada

These research-led instructional guides link the theories of second language acquisition and pedagogy with classroom practice, enabling teachers to reflect on what happens in the language classroom. The series editors, Patsy M. Lightbown and Nina Spada, are highly respected worldwide formaking theory and research about language learning accessible and relevant to classroom teaching.Oxford Key Concepts for the Language Classroom focuses on key topics for teaching English as a second or foreign language. These instructional guides are informed by research in second language acquisition and language pedagogy, and show the relevance of theory to the practising teacher.This series is for teachers of English as a second or foreign language for learners aged 6-16. It is suitable for students working towards MA TESOL, graduate certificate, or diploma qualifications, and for practising teachers' professional development programs.

Focus on Vocabulary Learning explores teaching vocabulary to second and foreign language learners aged 5–18. It describes the considerable challenges of learning the vocabulary of a new language from a range of perspectives, and aims to equip teachers with practical solutions to meet these challenges. This book provides corpus-informed insights into teaching the vocabulary that is most useful to learners, and examines classroombased research to identify effective learning strategies. A rich variety of practical activities and examples from real classrooms link theory to practice. ‘Focus on Vocabulary Learning provides valuable guidance on a wide range of topics related to vocabulary teaching and learning in school contexts. The connections between current research findings and useful classroom strategies are very helpful. This engaging and accessible book should become an excellent resource for teachers.’ Stuart Webb, Professor of Applied Linguistics, University of Western Ontario

Focus on Grammar and Meaning explores how to teach grammar effectively to second or foreign language learners aged 5–18. It provides teachers with research insights that will help them to reflect on their classroom practice and enable them to experiment with different ways of teaching grammar. Taking a ‘systemic-functional’ approach, the authors emphasize the importance of linking language and meaning in teaching. Key research studies on grammar instruction are featured, examples from real classroom practice are examined, and activities are provided to help teachers relate the content to their own teaching context. Additional online resources at www.oup.com/elt/teacher/fogm Luciana C. de Oliveira is Associate Professor of TESOL and Applied Linguistics at Teachers College, Columbia University, New York. Mary J. Schleppegrell is Professor of Education at the University of Michigan, Ann Arbor.

Focus on Reading aims to help teachers develop a deep understanding of the multiple skills and factors involved in second language reading development for second or foreign language learners aged 5–18. It equips teachers with practical skills for the effective teaching and assessment of second language reading to students with different learning needs. The book features key research studies on reading comprehension, considers examples from real classroom practice, and provides activities to help teachers relate the content and objectives to their own teaching context. Additional online resources at www.oup.com/elt/teacher/for Esther Geva is Full Professor in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education, University of Toronto. Gloria Ramírez is Associate Professor in the Faculty of Human, Social, and Educational Development at Thompson Rivers University, British Columbia.

Using diverse language examples and tasks, this book illustrates how intercultural communication theory can inform second language teaching.