Для школьных учителей английского
Сейчас читают:
Practical techniques for language
The book is essentially one of techniques, applicable to different situations
and also to different material. Any selection of textbook materials we
could make would be in danger of being situation-specific, or based on
assumptions about text-books which are widely available at the moment of
writing. We believe initial teacher training courses should include an element
which shows students how to develop lesson plans round published
materials, but in our experience course tutors almost always prefer to use
contemporary or local materials in developing these lesson plans. For this
reason, we have not included a chapter on specific materials.
and also to different material. Any selection of textbook materials we
could make would be in danger of being situation-specific, or based on
assumptions about text-books which are widely available at the moment of
writing. We believe initial teacher training courses should include an element
which shows students how to develop lesson plans round published
materials, but in our experience course tutors almost always prefer to use
contemporary or local materials in developing these lesson plans. For this
reason, we have not included a chapter on specific materials.
Content and Language
Like Antarctica, the fi eld of teaching and learning in a second, or otherwise
additional language, is claimed by many and yet still in the stages
of exploration and discovery. From 1984 to 1994 increasing interest had
been shown in the potential of forms of ‘bilingual educational practice’ in
Europe and beyond. This was often cross-disciplinary. For some it was a
matter of identifying ‘coping strategies’ for situations in which young
people were required to study in a language that was unfamiliar to them.
For others, interest was driven by the desire to improve the learning of
languages. There had already been much discussion and debate on issues
of language policy in different parts of the world, but this was alongside a
serious lack of attention given to the methodologies by which to implement
such policies.
additional language, is claimed by many and yet still in the stages
of exploration and discovery. From 1984 to 1994 increasing interest had
been shown in the potential of forms of ‘bilingual educational practice’ in
Europe and beyond. This was often cross-disciplinary. For some it was a
matter of identifying ‘coping strategies’ for situations in which young
people were required to study in a language that was unfamiliar to them.
For others, interest was driven by the desire to improve the learning of
languages. There had already been much discussion and debate on issues
of language policy in different parts of the world, but this was alongside a
serious lack of attention given to the methodologies by which to implement
such policies.