Transforming Practices for the English as a Foreign Language Classroom
Description
Discover ways in which teachers interpret and innovate research findings into actual classroom practice to create positive classroom transformations.
Given the diversity of the contexts explored in this volume, the chapters are divided into three main sections with lessons taking place at the primary and middle school level, the lower- and upper-secondary school level, and the tertiary and university level. Discover new linguistic landscapes where English has been modified by societal changes and new technologies. Understand the emerging role of English as an international language and the importance of diverse perspectives in English teaching. Learn about research-based practices covering topics such as intercultural awareness, pragmatics, literature study, conceptual metaphors, and utilizing visual aids. Identify ways to prepare students in non-English-dominant contexts to meet their learning objectives.
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Persons
Lucilla Lopriore, PhD, is Senior Professor of English at Roma Tre University. Past TESOL Italy president and TESOL International Association board member, her primary research interests include language teacher education, CLIL, early language learning, teacher professional development, World Englishes, and English as a lingua franca in multilingual classrooms and migration contexts.
Holly Hansen-Thomas is Vice Provost for Research and Innovation and Corporate Engagement, and Professor of ESL and Bilingual Education at Texas Woman's University. A two-time Fulbright Scholar and successful grant writer/manager of approximately 8 million dollars in extramural funding, she has worked with language educators and emergent bilinguals for decades. Her research interests include language awareness, ESL training for content area teachers, and academic language development.
Content
- Preface
- Introduction
- Section 1: EFL at the Primary- and Middle-School Levels
- Chapter 1. Mediation and Mode Continuum in Primary Bilingual (English and Italian) Education
- Chapter 2. Language and Intercultural Awareness Through
- Authentic Student-Produced Discourse
- Section 2: EFL at the Lower- and Upper-Secondary Levels
- Chapter 3. Noticing in Output Production: Investigating the Dictogloss Task
- Chapter 4. Teaching Pragmatics in the Multilingual EFL Class
- Chapter 5. Dialogue and Drama in High-School Contexts: Using
- Literary Awareness in English as a Foreign Language Education
- Section 3: EFL at the Tertiary and University Levels
- Chapter 6. Breaking Through Opacity and Idiomaticity: Teaching English Phrasal Verbs Using Conceptual Metaphors
- Chapter 7. Introducing Mediation Strategies in the Classroom: From Schema-Biased Representations to ELF Lingua-Cultural Negotiation
- Chapter 8: Promoting an ELF-Aware Approach in the ELT Classroom
- Conclusion
- Appendix