From Experience To Knowledge In Elt Oxford Handbooks For Language Teachers

Strategies and ideas to help you develop your personal teaching style. A guide to help teachers of English to develop teaching skills through drawing on practical classroom experience.

Includes sections on teaching materials, classroom environment, and equipment Explains principles of lesson planning and classroom management Suggests ways of improving students' language skills Surveys different types of language test and how to use them Supports professional development, including preparation for gaining a recognised teaching qualification, such as the Cambridge Teaching Knowledge Test Authors have a wide experience of teacher training in a variety of contexts

This book offers a new methodological framework for the CLIL classroom, focusing on how to guide input and support output. Full of real-life examples and practical guidelines, the book provides support to both novice and experienced CLIL teachers. Areas covered include: the language used in CLIL; CLIL teacher training; materials design for CLIL; assessment in CLIL. Extra resources are available on the website: www.oup.com/elt/teacher/clil Phil Ball is a CLIL author and teacher trainer based in northern Spain. Keith Kelly is a writer and speaker on CLIL worldwide, and is based in Plovdiv, Bulgaria. John Clegg is a textbook author and CLIL consultant based in London.

This book explains in practical detail how an understanding of competences can have an impact on all aspects of professional development. Areas covered include: • key terminology • factors leading to the development of teaching competence frameworks • in-depth exploration of the European Profiling Grid and the Eaquals Framework for Language Teacher Training and Development • practical advice on using language teaching competences for assessment and self-assessment in a range of teaching contexts

Focuses on the students: their backgrounds, characteristics, experiences, and first languages, and shows how all these affect them as learners Develops your understanding of how English works and what might make its structure confusing for learners, and shows you how to apply this knowledge to your teaching. Gives teachers new to ESOL (for example teachers of English as a Foreign Language or of adult literacy) a complete introduction to ESOL teaching Enables experienced ESOL teachers to check and update their knowledge of recent developments, new approaches, and research findings Provides teacher trainers with a valuable resource for training ESOL teachers

Teachers are often told that new teaching methods and materials are 'based on the latest research'. But what does this mean in practice? This book introduces you to some of the language acquisition research that will help you not just to evaluate existing materials, but also to adapt and use them in a way that fits what we currently understand about how languages are learned.

This two volume handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts. More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching. It offers a strongly socio-cultural view of language learning and teaching. It is comprehensive and global in perspective with a range of fresh new voices in English language teaching research.

Donald Freeman examines how core ideas and practices in educating second language teachers relate to and differ from teacher education in other content areas. He weaves together research in general and second language teacher education with accounts of experience and practice to examine how background knowledge is defined in language teaching. Throughout, Freeman demonstrates how understanding the processes of teacher learning, knowing, thinking, and reflecting are ‘the same things done differently’ in second language teacher education. Educating Second Language Teachers reconsiders pre- and in-service teacher education, and proposes a detailed, comprehensive design theory for teacher education. “A masterful account of the landscape of second language teacher education and the development of its theoretical assumptions and practices. It offers a unique and original conceptualization of the field and will be an invaluable resource for teachers, teacher educators and researchers.” Jack C. Richards, University of Sydney and University of Auckland Additional online resources are available at www.oup.com/elt/teacher/eslt Donald Freeman is Associate Professor of Education at the University of Michigan. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman