The Experience of Language TeachingThrough the words of more than 100 practising language teachers, The Experience of Language Teaching provides a detailed picture of teaching and learning in communicative classrooms. Using a teacher-generated framework it covers a range of aspects of classroom life: how teachers create environments suitable for language practice, how they get students 'on-side', how they manage tricky students, how they enhance the learning experience, how they develop and maintain a spirit of community. The book demonstrates how paying attention to both the learning and social needs of their class groups enables language teachers to behave in flexible ways that promote learning. This book will be of interest to teachers, teacher educators, researchers and to anyone interested in finding out what it is like to be a language teacher at the present time. The Experience of Language Teaching was winner of the Ben Warren International Trust House Prize in 2005. |
Contents
Establishing a framework for the book | 14 |
Training to be a language teacher | 36 |
Becoming a committed language teacher | 55 |
Establishing the learning environment | 79 |
The diversity of the language classroom | 103 |
Managing individuals | 119 |
Teaching flexibly | 140 |
Vitalising the language class | 168 |
Maintaining the classroom community | 199 |
Frustrations and rewards | 228 |
What drives language teachers | 246 |
Towards a teachergenerated theory of classroom | 270 |
| 289 | |
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Common terms and phrases
activities atmosphere Australia become behave beliefs CELTA chapter class cohesion class group classes function classroom behaviour classroom language classroom practice communicative approach communicative language teaching contexts course coursebooks culture dents dynamic engage English language teaching experience experienced language teachers experienced teachers feedback feel focus focused framework function goals grounded theory group dynamics guage teachers humour I’ve identify individuals interaction interest interviews kinds knowledge language classes language classrooms language learning language schools language teachers find learners lesson plans linguistic migrants newly trained teachers novice teachers ongoing opportunities overall particular pedagogically and socially professional development qualitative research range recognise relationship response rienced role Section sense shared situation sometimes talk target language taught teacher described teacher explained teacher reported techniques theory of classroom There’s they’re things trainees understand vitalised words you’re
Popular passages
Page 294 - Journal of Verbal Learning and Verbal Behavior 18: 275-90 Stein EW 1997 A look at expertise from a social perspective. In: Feltovich PJ, Ford KM, Hoffman RR (eds.) Expertise in Context: Human and Machine. AAAI/MIT Press, Menlo Park, CA, pp.
Page xii - This book would not have been possible without the input and support of a number of people. First and foremost, I would like to express my sincere thanks to all the teachers who provided data for this book.
Page 294 - Converse, TM 1997. Experience and expertise: The role of memory in planning for opportunities. In Feltovich, PJ, Ford, KM and Hoffman, RR (eds.) Expertise in context.