What English Language Teachers Need to Know Volume III

Designed for pre-service and novice teachers in ELT, What English Language Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order to help their students to learn English?

Autorentext

MaryAnn Christison is Professor in the Department of Linguistics at the University of Utah, U.S.A.

Denise E. Murray is Professor Emeritus at Macquarie University, Australia, and Professor Emeritus at San José State University, U.S.A.

Klappentext

Designed for pre-service and novice teachers in ELT, What English Language Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order to help their students to learn English? Thoroughly revised and updated, the second edition of Volume III explores the contexts for ELT curricula; explains key processes in curriculum design; and sets out approaches to curricula that are linguistic-based, content-based, learner centered, and learning centered. Organized around the three pillars of teaching-planning, instructing, and assessing-chapters in the second edition are updated to include current research and theory to meet the needs of today's teachers, and feature new or revised vignettes and activities. New chapters help teachers understand both the technological and multilingual approaches that learners need to succeed today. The comprehensive texts of this series are suitable resources for teachers across different contexts-where English is the dominant language, an official language, or a foreign language; for different levels-elementary/primary, secondary, university, or adult education; and for different learning purposes-general English, workplace English, English for academic purposes, or English for specific purposes.

Inhalt

Part I: Contexts for ELT Curricula 1. The Nature of Curriculum Design 2. Social, Political, and Historical Contexts 3. Emergent and Emerging Englishes 4. The Multilingual Context 5. The Technological Context Part II: Key Processes in Curriculum Design 6. The Cycle of Curriculum Design 7. Connecting Lessons, Courses, and Programs 8. Quality Assurance and Curriculum Part III: Linguistic-based Curricula 9. The Structural Approach 10. The Notional-Functional Approach 11. The Academic Language Functions Approach 12. A Genre- and Text-based Approach 13. A Vocabulary Approach 14. A Language Skills Approach Part IV: Content-based Curricula 15. A Content and Language Integrated Approach 16. A Topical-Situational Approach Part V: Learner-centered Curricula 17. A Negotiated Curriculum 18. A Humanistic Curriculum 19. A Task-based Curriculum Part VI: Learning-centered Curricula 20. Outcome-based Education 21. A Competency-based Curriculum 22. A Standards-based Curriculum