By Willy A. Renandya, Handoyo Puji Widodo
English Language educating at the present time: Linking conception and Practice offers an updated account of present ideas and practices for instructing English on this planet this day. The chapters, written via the world over well-known language instructor educators and TESOL experts, introduce the reader to key language ability components (i.e., listening, talking, interpreting, writing, pronunciation, grammar and vocabulary) and clarify how each one ability zone should be taught in a principled demeanour in varied language studying contexts. during the publication, the hyperlink among concept and perform is explicitly highlighted and exemplified.
This reader-friendly booklet is acceptable for undergraduate and graduate scholars enrolled in TESOL and different moment language schooling programmes in addition to for TESOL execs who desire to remain present with fresh advancements in ELT.
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Additional resources for English Language Teaching Today: Linking Theory and Practice
Language learning under this belief seems to be conceptualized within a ‘banking’ model that Freire (1972) has long problematized. Students are metaphorically seen as limitedcapacity ‘containers’ and if they are exposed to diverse languages, it will be too overwhelming to them. While intuitively this might sound right, the pitfall of this assumption lies in ignoring the enormous human capacity for translanguaging (Canagarajah 2011, 2014; Creese and Blackledge 2010; Garcia and Li 2014) – drawing on diverse linguistic resources to achieve their purposes in situated communicative practices.
M. Y. (1999). Doing-English-lessons in the reproduction or transformation of social worlds? TESOL Quarterly, 33, 393–412. Lin, A. M. Y. (2010, June 24). How to teach academic science language. Keynote speech given at the Symposium on Language & Literacy in Science Learning, organized by Hong Kong Education Bureau (Curriculum Development Institute—Science Education Section), Hong Kong. Lin, A. M. Y. (2012). Multilingual and multimodal resources in L2 English content classrooms. In C. Leung & B. ), ‘English’—A changing medium for Education (pp.
2009). Teacher use of codeswitching in the second language classroom: Exploring ‘optimal’ use. In M. Turnbull & J. ), First language use in second and foreign language learning (pp. 35–49). Clevedon: Multilingual Matters. Mahboob, A. (2014). Understanding language variation: Implications for EIL pedagogy. In R. Marlina & R. ), The pedagogy of English as an international language: Theoretical and practical perspectives from the Asia-Pacific (pp. 257–265). Switzerland: Springer. , & Cruz, P. (2013).
English Language Teaching Today: Linking Theory and Practice by Willy A. Renandya, Handoyo Puji Widodo