| classroom language for teachers: Teaching Language Variation in the Classroom Michelle D. Devereaux, Chris C. Palmer, 2019-01-15 Bringing together the varied and multifaceted expertise of teachers and linguists in one accessible volume, this book presents practical tools, grounded in cutting-edge research, for teaching about language and language diversity in the ELA classroom. By demonstrating practical ways teachers can implement research-driven linguistic concepts in their own teaching environment, each chapter offers real-world lessons as well as clear methods for instructing students on the diversity of language. Written for pre-service and in-service teachers, this book includes easy-to-use lesson plans, pedagogical strategies and activities, as well as a wealth of resources carefully designed to optimize student comprehension of language variation. |
| classroom language for teachers: Teaching Children to Care Ruth Charney, 2002-03-01 Ruth Charney gives teachers help on things that really matter. She wants children to learn how to care for themselves, their fellow students, their environment, and their work. Her book is loaded with practical wisdom. Using Charney's positive approach to classroom management will make the whole school day go better. - Nel Noddings, Professor Emeritus, Stanford University, and author of Caring This definitive work about classroom management will show teachers how to turn their vision of respectful, friendly, academically rigorous classrooms into reality. The new edition includes: More information on teaching middle-school students Additional strategies for helping children with challenging behavior Updated stories and examples from real classrooms. Teaching Children to Care offers educators a practical guide to one of the most effective social and emotional learning programs I know of. The Responsive Classroom approach creates an ideal environment for learning—a pioneering program every teacher should know about. - Daniel Goleman, Author of Emotional Intelligence I spent one whole summer reading Teaching Children to Care. It was like a rebirth for me. This book helped direct my professional development. After reading it, I had a path to follow. I now look forward to rereading this book each August to refresh and reinforce my ability to effectively manage a social curriculum in my classroom. - Gail Zimmerman, second-grade teacher, Jackson Mann Elementary School, Boston, MA |
| classroom language for teachers: Focus on the Language Classroom Dick Allwright, Kathleen M. Bailey, 1991-04-25 The authors set out to define the aims, principles and objectives of recent research into what exactly happens in the language classroom, to describe the findings of this work, and to relate these to teaching practice. |
| classroom language for teachers: 7 Steps to a Language-Rich, Interactive Classroom John Seidlitz, Bill Perryman, 2021-11 7 Steps to Building a Language-Rich Interactive Classroom provides a seven step process that creates a language-rich interactive classroom environment in which all students can thrive. Topics include differentiating instruction for students at a variety of language proficiencies, keeping all students absolutely engaged, and creating powerful learning supports. |
| classroom language for teachers: Language in Language Teacher Education H. R. Trappes-Lomax, Gibson Ferguson, 2002-01-01 This volume explores the defining element in the work of language teacher educators: language itself. The book is in two parts. The first part holds up to scrutiny concepts of language that underlie much practice in language teacher education yet too frequently remain under-examined. These include language as social institution, language as verbal practice, language as reflexive practice, language as school subject and language as medium of language learning. The chapters in the second part are written by language teacher educators working in a range of institutional contexts and on a variety of types of program including both long and short courses, both pre-service and in-service courses, and teacher education practice focusing variously on metalinguistic awareness for teachers, language improvement, and classroom communication. The unifying factor is that collectively they illuminate how language teacher educators research their practice and reflect on underlying principles. |
| classroom language for teachers: The Language of Learning Margaret Berry Wilson, 2014-02-26 Your essential guide for teaching core competencies that every child needs for developing into a highly engaged, self-motivated learner. The Language of Learning offers a practical approach to teaching essential communication skills: Listening and understanding; Thinking before speaking; Speaking clearly and concisely; Asking thoughtful questions; Giving high-quality answers; Backing up opinions with reasons and evidence; Agreeing thoughtfully; Disagreeing respectfully. |
| classroom language for teachers: From Corpus to Classroom Anne O'Keeffe, Michael McCarthy, Ronald Carter, 2007-05-03 This book summarises and makes accessible recent work in corpus research, focusing on spoken data and on the place of lexis in grammar and discourse. |
| classroom language for teachers: Classroom Language Skills for Children with Down Syndrome Libby Kumin, 2001 Covers every aspect of a child's language needs from kindergarten through middle school. |
| classroom language for teachers: Action Research in the World Language Classroom Mary Lynn Redmond, 2013-06-01 The current thrust in the field of education is to improve teachers’ understanding of how research on best practices can improve student learning. The field of world language education introduces a double, perhaps a triple, bind: teachers must be able to design and deliver instruction that aligns with national expectations for developing students’ language and intercultural abilities for success in the global workplace, yet in schools across America, all K-12 students do not have the opportunity to study languages, even though research supports their astonishing facility for acquisition. Schools and teachers without resources, including time to investigate and implement evidence-based best practices, are ultimately held accountable for student performance. If world language teachers are to advocate for languages, they must use their expertise and share evidence of their students’ progress. The American Council on the Teaching of Foreign Languages (ACTFL) recently began development of a national research priorities agenda for grades preK-16. Action research, which is classroom-centered and inquiry-based, can contribute to our profession’s efforts, as it helps us to increase awareness of the critical need for language study in grades preK-16. World language teachers can become teacher-researchers in their own classrooms, gathering deeply meaningful insights into their students’ progress that they can share with others. Teacher-researchers investigate innovative approaches in response to their questions about teaching and learning, which are rooted in daily experience. They engage their students in fresh learning activities, and student feedback helps them to make better decisions about instructional and assessment strategies. Results can be shared with stakeholders, including parents, administrators, school board members, and guidance counselors, as evidence of what all kinds of students can do in languages. At a time in our history when we are striving to prepare teachers for 21st-century schools that prioritize global competence, Action Research in the World Language Classroom is a timely resource for the profession. It describes a natural, engaging, motivating way to contribute, particularly for preservice teachers who are shaping their views and understanding about world language instruction and the connections between research and best practices. The book includes four studies conducted by preservice teachers during their student teaching internships in North Carolina public schools. The editor hopes that their work and observations will inspire and assist world language educators at all stages of their careers. |
| classroom language for teachers: Linguistics for Language Teachers Sunny Park-Johnson, Sarah J. Shin, 2020-03-25 This book is an accessible introduction to linguistics specifically tailored for teachers of second language/bilingual education. It guides teachers stepwise through the components of language, focusing on the areas of linguistics that are most pertinent for teaching. Throughout the book there are opportunities to analyze linguistic data and discuss language-related issues in various educational and social contexts. Readers will be able to identify patterns in actual language use to inform their teaching and help learners advance to the next level. A highly readable account of how language works, this book is an ideal text for teacher education courses. |
| classroom language for teachers: Many Languages, One Classroom Karen N. Nemeth, 2009 The strategies in this book - such as using lists of key words and visual aids to using body language and gestures - are adaptable and easy to put into practice. |
| classroom language for teachers: Classroom Language Sagrario Salaberri, 1995 One of a series of practical guides for teachers which examine pedagogical areas at the centre of ELT debate. Teachers are provided with ideas designed to help them develop their own material and tailor it to their individual needs. |
| classroom language for teachers: Language Assessment for Classroom Teachers Lyle Bachman, Barbara Damböck, 2018-01-25 This book provides teachers with an entirely new approach to developing and using classroom-based language assessments. This approach is based on current theory and practice in the field of language assessment and on an understanding of the assessment needs of classroom teachers. The following key questions are addressed: • Why do I need to assess? What beneficial consequences do I want to help bring about? How can my assessments help my students learn better and help me improve my teaching? • When and how often do I need to assess? What decisions do I need to make to help bring about these beneficial consequences? • What do I need to assess? How can I define the abilities that I want to assess? • How can I assess my students? What kinds of assessment tasks should I create? How can I score my students’ responses to these tasks? The authors guide the reader step-by-step through the process of developing and using classroom-based assessments with clear explanations and definitions of key terms, illustrative examples, and activities for applying the approach in practice. Extra resources are available on the website: www.oup.com/elt/teacher/lact Lyle Bachman is Professor Emeritus of Applied Linguistics at the University of California, Los Angeles. He serves as a consultant in language testing research projects and in developing language assessments for universities and government agencies around the world, and he conducts courses and training workshops in language assessment. Barbara Damböck was Director of Studies of the English Department at the Teacher Training Academy in Dillingen, Germany, from 2003 to 2011. From 2003 to 2017 she supervised the training of oral examiners for the certification examination for elementary school English teachers in Bavaria. She has extensive experience as a classroom teacher, teacher trainer, and teacher of teacher trainers. She conducts courses and workshops for teachers and teacher trainers around the world. |
| classroom language for teachers: Teaching Language as Action in the ELA Classroom Richard Beach, Faythe Beauchemin, 2019-03-14 This book explores English language arts instruction from the perspective of language as social actions that students and teachers enact with and toward one another to create supportive, trusting relations between students and teachers, and among students as peers. Departing from a code-based view of language as a set of systems or structures, the perspective of languaging as social actions takes up language as emotive, embodied, and inseparable from the intellectual life of the classroom. Through extensive classroom examples, the book demonstrates how elementary and secondary ELA teachers can apply a languaging perspective. Beach and Beauchemin employ pedagogical cases and activities to illustrate how to enhance students’ engagement in open-ended discussions, responses to literature, writing for audiences, drama activities, and online interactions. The authors also offer methods for fostering students' self-reflection to improve their sense of agency associated with enhancing relations in face-to-face, rhetorical, and online contexts. |
| classroom language for teachers: Bridging Teaching, Learning and Assessment in the English Language Classroom Tijen Akşit, Hande Işıl Mengü, Robin Turner, 2018-11-12 Learning English as a foreign language in any formal education context requires opportunities for learners and teachers to give and receive feedback on the teaching learning process as it is happening. These opportunities could be created via various in-class activities specifically designed for this purpose. Teachers who create and use these diagnostic opportunities effectively detect what learners need in a timely fashion, and provide remedial teaching in the right time and mode, so that chances can be created for learners to improve their learning. There is no one universally accepted way of how to do this, however, with various approaches for collecting, analyzing and reviewing data for this purpose. This book encapsulates the unbreakable relationship between teaching, learning and assessment through a range of articles which scrutinize assessment from a wide spectrum, ranging from the role of assessment in language learning to ELT teacher assessment literacy, from the use of technology in classroom-based assessment to practicing teachers’ reflections on their teacher classroom action research, and from the role of the Common European Framework of Reference for Languages (CEFR) to empirical data analysis. |
| classroom language for teachers: Classroom Discourse Courtney B. Cazden, 1988 Readers will emerge from the book with a better understanding of the significance of quality teacher-student talk and some of the most important research and researchers. |
| classroom language for teachers: Team Teaching and Team Learning in the Language Classroom Akira Tajino, Tim Stewart, David Dalsky, 2015-12-14 This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of ‘team’ to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms. |
| classroom language for teachers: 100 Ways to Teach Language Online Shane Dixon, Justin Shewell, Jenny Crandell, From the author of the best-selling 100 TESOL Activities comes an updated and expanded edition now revised for the online language teacher! 100 Ways to Teach Language Online will give you simple, powerful, and effective teaching tools as you make the switch from a traditional classroom to an online setting. Designed to be practical, the activities in this book will get students to communicate and interact, and make language come alive in the online classroom while still meeting the needs of the digital learning environment. This book is organized in easy to follow categories that include the most common activities in English language teaching, as well as a lesson planning overview. The lesson plans are broken up into Warm-ups, Guided Practice, Independent Practice, Listening Activities, Reading Activities, Writing Activities, Speaking Activities, Vocabulary Activities, and Teaching Language Learner Autonomy. Above all, this manual is your toolbox, meaning that it is best used when you feel stuck or unable to think of how best to teach a particular subject matter. In other words, think of this book as a way to jumpstart your brain…especially when it stalls. The activities are academically sound, easy to follow and implement, can be easily adapted to a number of contexts, take little or no time to prepare, and are adaptable to all learning levels. Whether you are new to online teaching or simply need a quick reference guide to get your creative juices flowing, this is the book for you. |
| classroom language for teachers: Classroom Instruction That Works with English Language Learners Jane Hill, Kirsten B. Miller, 2013 This all-new edition strengthens your instructional planning and makes it easier to know when to use research-based instructional strategies with ELL students in every grade level. |
| classroom language for teachers: Classroom Management Matters Gianna Cassetta, Brook Sawyer, 2015 We can do better, but expectation alone is not enough. We need answers and examples like the ones Gianna and Brook provide with great insight from research and practice and great compassion for teachers and students. My hope is that this book will become a touchstone for all of us. -Carmen Farina, Chancellor of New York City Schools Positive, supportive relationships with children help them develop socially and emotionally and help you to effectively manage your classroom, writes Gianna Cassetta. She shows you an approach to creating that environment that can actually be planned for, taught, and supported from the first day of school-or anytime you want to reset your classroom community. Gianna has been a teacher and leader, and the classroom management strategy she shares in Classroom Management Matters shifts you away from professionally draining rewards-and-consequences systems that threaten children rather than connect with them. Instead of tips and techniques Gianna presents a plan for explicitly teaching children how to be effective learners and accountable members of the classroom. You'll quickly learn to: know your students better and understand the causes of individuals' misbehavior assess children's development along a provided social-emotional continuum-just like any other skill you teach teach these self-management skills to support a positive classroom and academic growth set and maintain boundaries with students respond to disruption with effective teaching language. With reflection questions, classroom examples, and summaries of supporting studies from researcher Brook Sawyer, Classroom Management Matters helps you be a learning leader in the classroom instead of an authority. I'll show you detailed strategies that prevent and minimize your difficulties with students, writes Gianna, so you can focus on constructive action that will have a lasting, positive impact. |
| classroom language for teachers: Teaching English Language Variation in the Global Classroom Michelle D. Devereaux, Chris C. Palmer, 2021-12-24 Teaching English Language Variation in the Global Classroom offers researchers and teachers methods for instructing students on the diversity of the English language on a global scale. A complement to Devereaux and Palmer’s Teaching Language Variation in the Classroom, this collection provides real-world, classroom-tested strategies for teaching English language variation in a variety of contexts and countries, and with a variety of language learners. Each chapter balances theory with discussions of curriculum and lesson planning to address how to effectively teach in global classrooms with approaches based on English language variation. With lessons and examples from five continents, the volume covers recent debates on many pedagogical topics, including standardization, stereotyping, code-switching, translanguaging, translation, identity, ideology, empathy, and post-colonial and critical theoretical approaches. The array of pedagogical strategies, accessible linguistic research, clear methods, and resources provided makes it an essential volume for pre-service and in-service teachers, graduate students, and scholars in courses on TESOL, EFL, World/Global Englishes, English as a Medium of Instruction, and Applied Linguistics. |
| classroom language for teachers: Teaching Languages to Adolescent Learners Rosemary Erlam, Jenefer Philp, Diana Feick, 2021-09-30 A reader-friendly publication on teaching modern languages to adolescents, which draws on theory as well as examples from real classrooms. |
| classroom language for teachers: Classroom Discourse Courtney B. Cazden, 2001 When Courtney Cazden wrote Classroom Discourse, she provided such a cogent picture of what the research tells us about classroom language that the book quickly became a classic and shaped an entire field of study. Although other books since have addressed classroom language, none has matched Cazden's scope and vision. Now, thirteen years later, we've witnessed such significant changes in social and intellectual life that the subject of classroom discourse is more important than ever. So Cazden has revisited her classic text and integrated current perspectives and research. New features include: a new rationale for the importance of student-teacher talk: the importance of oral as well as written communication skills in today's occupations and current conceptions of knowledge and the way it is acquired rich new examples of talk in K-12 classrooms - math as well as language arts - with transcriptions and analyses new findings from teacher researchers as well as university researchers new emphasis on achieving greater equity in what students learn new material on the kind of interactions computers offer new section on learning new forms of discourse as a significant educational goal for all students. Readers will emerge from the book with a better understanding of the significance of quality teacher-student talk and some of the most important research and researchers. |
| classroom language for teachers: Teaching Young Second Language Learners Rhonda Oliver, Bich Nguyen, 2018-06-12 Adopting a learner-centred approach that places an emphasis on hands-on child SL methodology, this book illustrates the practices used to teach young second language learners in different classroom contexts: (1) English-as-an-Additional-Language-or-Dialect (EAL/D) – both intensive EAL/D and EAL/D in the mainstream (2) Language-Other-Than-English (LOTE) (3) Content-and-Language-Integrated-Learning (CLIL), (4) Indigenous (5) Foreign-Language (FL). It will be particularly useful to undergraduate teachers to build upon the literacy unit they undertake in the first years of their course to explore factors that constitute an effective child SL classroom and, in practical terms, how to develop such a classroom. The pedagogical strategies for teaching young language learners in the six chapters are firmly guided by research-based findings, enabling not only pre-service teachers but also experienced teachers to make informed choices of how to effectively facilitate the development of the target language, empowering them to assume an active and effective role of classroom practitioners. |
| classroom language for teachers: Research Methods for Language Teaching Netta Avineri, 2017-03-03 This book provides readers with a range of approaches and tools for thinking deeply about conducting research in their own language classrooms. The book's accessible style and content encourage language teachers to become part of a community focused on inquiry, equipping them with relevant terminology and concepts for their own teaching and research (inquiry, data collection, data analysis, bringing it all together). The reader is exposed to various research methods and examples, accompanied by pros and cons and rationales for each. This enables them to select which research approaches resonate most and are relevant to their own teaching. The book is designed to empower language teachers to engage in ongoing research, thus democratizing who might be considered a researcher. It includes a range of activities and reflections that can be adapted for both pre- and in-service language teachers in diverse language classrooms. |
| classroom language for teachers: Classroom Observation Tasks Ruth Wajnryb, 1992 Classroom Observation Tasks shows how to use observation to learn about language teaching. It does this by providing a range of tasks which guide the user through the process of observing, analysing and reflecting, and which develop the skills of observation. The book contains a bank of 35 structured tasks which are grouped into seven areas of focus: the learner, the language, the learning process, the lesson, teaching skills and strategies, classroom management, and materials and resources. Each task looks at one aspect of a particular area; for example, the language a teacher uses to ask questions, or how the teacher monitors learning, or how people interact in a lesson. Each task provides guidance in how to record observations, and questions to help users interpret the data and relate the experience to their own teaching circumstances and practice. [This book]: a- is addressed mainly to teachers, but also caters for trainee teachers, teacher trainers and others involved in school-based teacher support, teacher development and trainer training; b- has a comprehensive introduction to the tasks and a rationale covering the theoretical issues involved; and c- places the responsibility for professional growth in the hands of the teacher. -- Back cover. |
| classroom language for teachers: Literacy Tools in the Classroom Richard Beach, Gerald Campano, Melissa Borgmann, Brian Edmiston, 2015-04-17 This innovative resource describes how teachers can help students employ literacy tools across the curriculum to foster learning. The authors demonstrate how literacy tools such as narratives, question-asking, spoken-word poetry, drama, writing, digital communication, images, and video encourage critical inquiry in the 5-12 classroom. The book provides many examples and adaptable lessons from diverse classrooms and connects to an active Website where readers can join a growing professional community, share ideas, and get frequent updates: http://literacytooluses.pbworks.com |
| classroom language for teachers: Practical Classroom English Glyn Hughes, Josephine Moate, Tiina Raatikainen, 2008-01-24 Comprehensive catalogue of classroom procedures and activities to help teachers in planning lessons. Especially useful for Content and Language Integrated Learning classes. Discussion points, activities, and exercises. Audio CD of classroom extracts, and additional online resources. Ideal for self-access work, whether in a group or individually. Intended mainly as a teacher resource, but can also be used as part of a training programme. |
| classroom language for teachers: Supporting English Language Learners in Kindergarten Ontario. Ministry of Education, 2007 |
| classroom language for teachers: Technologies in the Second Language Composition Classroom Joel Bloch, 2008 Grounded in applied linguistics research and composition theory and practice,Technologies in the Second Language Composition Classroomencourages teachers to explore the role technology can play in the acquisition of writing for second language students. This research-based volume supports the incorporation of technology into classrooms, providing students with motivation and tools to develop their writing skills. The book provides not only an intellectually engaging perspective on the on-going debates regarding technologically enhanced writing and writing pedagogy, but it also delves in to the technologies themselves, from blogs and blogging to computer-mediated discourse and concordancing. Technology is a growing and rapidly evolving presence in academia, and Joel Bloch brings an informed approach to understanding its place and potential benefits in the classroom. Each chapter includes reflection questions that will help individual readers apply the theories and ideas to their own classrooms. This book will interest ESL teachers in training, teacher educators, current ESL instructors, and researchers and scholars in the area of ESL writing and technology. |
| classroom language for teachers: The Knowledge Gap Natalie Wexler, 2020-08-04 The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| classroom language for teachers: Teaching English Through English Jane Willis, 1981 An ELBS/LPBB edition is available. |
| classroom language for teachers: What Teachers Need to Know About Language Carolyn Temple Adger, Catherine E. Snow, Donna Christian, 2018-07-10 Rising enrollments of students for whom English is not a first language mean that every teacher – whether teaching kindergarten or high school algebra – is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond. |
| classroom language for teachers: Teaching Primary English Eve Bearne, David Reedy, 2023-07-31 Now in its second edition, Teaching Primary English is a bestselling, comprehensive, evidence-informed guide designed to support and inspire teaching and learning in the primary school. Written in a clear and accessible way, it draws on the very latest research and theory to describe and exemplify a full and rich English curriculum. It offers those on teacher training courses, as well as qualified teachers who are looking to develop their practice, invaluable subject knowledge and guidance for effective, enjoyable classroom practice. Throughout there is an emphasis on equity and inclusion. Advice and ideas are supported by explicit examples of good teaching linked to video clips filmed in real schools, reflective activities, observational tasks and online resources. Each chapter includes suggestions for great children’s literature, considers assessment throughout and offers support in planning for inclusion and special educational needs. New and expanded areas for this edition include: Multimodal texts Increased coverage of Early Years Dialogic learning and oracy Comprehensive companion website with revised and additional resources A new section on digital literacies Reading for pleasure Teaching grammar in context Critical literacy With a focus on connecting all modes of English, the global and the local, and home and school experience, this detailed, uplifting book, includes inspiring case studies throughout and will support you in developing a curious, critical approach to teaching and learning English. Additional content can be found on the fantastic supporting website. Features include: Video clips from within the classroom to demonstrate English teaching techniques Audio resources, including an interactive quiz, to check understanding and provide real-life examples and case studies Downloadable resources to support teaching and incorporate into lesson plans. |
| classroom language for teachers: Teaching for Joy and Justice Linda Christensen, 2009 Teaching for Joy and Justice is the much-anticipated sequel to Linda Christensen's bestselling Reading, Writing, and Rising Up. Christensen is recognized as one of the country's finest teachers. Her latest book shows why. Through story upon story, Christensen demonstrates how she draws on students' lives and the world to teach poetry, essay, narrative, and critical literacy skills. Teaching for Joy and Justice reveals what happens when a teacher treats all students as intellectuals, instead of intellectually challenged. Part autobiography, part curriculum guide, part critique of today's numbing standardized mandates, this book sings with hope -- born of Christensen's more than 30 years as a classroom teacher, language arts specialist, and teacher educator. Practical, inspirational, passionate: this is a must-have book for every language arts teacher, whether veteran or novice. In fact, Teaching for Joy and Justice is a must-have book for anyone who wants concrete examples of what it really means to teach for social justice. |
| classroom language for teachers: Social-emotional Learning in the English Language Classroom Luis Javier Pentón Herrera, Gilda Martinez-Alba, 2021 The incorporation of social and emotional learning (SEL) practices has been growing in the United States and around the world for some years. Many public and private educational systems, community organizations, and higher education institutions embrace SEL practices in various forms, such as wellness conversations, mindfulness interventions, trauma-informed practices, restorative circles, yoga, among many other interventions. Recent global events that our children, youth, and adults are experiencing, such as global pandemics, natural disasters, religious persecutions, forced migrations, social and political unrest, and violence, are reminding us of our interconnectedness as global citizens. At the same time, society and employers are now, more than ever, in desperate need of individuals who are emotionally intelligent (Harvard Business Review, 2015). While SEL is becoming increasing critical for learners' success, teachers often feel unprepared to incorporate or address it in their classrooms. This book serves as a practical, concise, and easy-to-follow reference that English language teachers in K-12 and adult education and English language teacher educators can use in their classrooms. It is one of the limited emerging SEL resources available that is tailored to the English language teaching field and contributes to filling the existing gap of SEL in English language education. Teachers will be equipped with the necessary knowledge and skills to practice self-care and be confident in implementing SEL in their learning spaces to support and benefit their learners. |
| classroom language for teachers: Digital Tools for Teachers - Trainers' Edition V.2 Nik Peachey, In this second version of the Trainers’ Edition of Digital Tools for Teachers, I have built on the original volume of Digital Tools for Teachers by updating and extending many of the original chapters and also by adding seven additional new chapters. In this book, the first four chapters are provided as a guide for teachers who want to use the book for teacher training and development. Contents 1. - Introduction ........................................................ 1 2. - Conceptual Models ...........................................11 3. - Training Tips ..................................................... 25 4. - Training Activities ............................................ 31 5. - Training Tools .................................................. 52 6. - Reading Tools .................................................. 60 7. - Writing Tools ................................................... 73 8. - Listening Tools ................................................ 94 9. - Speaking Tools .............................................. 102 10. - Grammar Tools ............................................ 114 11. - Presentation Tools ...................................... 122 12. - Poll & Survey Tools ..................................... 130 13. - Infographic Tools ........................................ 137 14. - Course Creation Tools ................................ 148 15. - Games & Gamification ................................ 163 16. - Virtual Reality Tools ................................... 172 17. - e-Safety ........................................................ 179 Using the tools, tips and activities provided in these first chapters a teacher with some basic experience of using technology in the classroom should be able to create motivating hands-on edtech training for their peers or for pre-service trainee teachers. The fifth additional chapter is dedicated to providing a range of links to ready-made computer games that can be used for language acquisition and development. The sixth additional chapter focuses on virtual reality and provides links to a range of tools and resources that can enable teachers to exploit this area of technology within their classroom practice. The seventh additional chapter looks at the area of e-safety and the things that we can do to protect our students, ourselves and our computers from some of the potential threats that we can encounter online. The remainder of the book, like the first edition, is a collection of more than 100 links to tools and resources that have been chosen and organised to enable teachers to easily find ways of applying technology to the activities they do with their students. I sincerely hope you find this book useful and that it helps you to enhance your teaching and training and helps to make your students’ learning experience richer and more engaging. |
| classroom language for teachers: Teachers as Mediators in the Foreign Language Classroom Michelle Kohler, 2015 This book uses examples of classroom interaction to reveal how teachers of languages act as intercultural mediators and the implications of this for practice. The book offers an account of what teachers are thinking, feeling and doing as they enact an intercultural perspective on language teaching and learning. |
| classroom language for teachers: Classroom discourse : a model of classroom language research Dr. Majid Wajdi, M. Pd., 2018-01-01 First of all, I must praise to God, who has given me, as a human being, an ability to use and communicate using language, both spoken and written language. Because of His favour of giving us ‘Language Acquisition Device’, we human beings are able to acquire and learn languages. |
| classroom language for teachers: The Classroom and the Language Learner Leo Van Lier, 1988 An examination of classroom research in the second or foreign language classroom. It examines the settings within which EFL/ESL teaching and learning take place and analyzes the aims, objectives and methods of classroom research. |
Iniciar sesión en Classroom
Empezar a usar Classroom. Si eres profesor, puedes crear una clase. Si eres alumno, puedes apuntarte a una clase. Recursos relacionados. Información sobre las cuentas de usuario de …
How do I sign in to Classroom? - Computer - Classroom Help
Start using Classroom. If you’re a teacher, you can create a class. If you’re a student, you can join a class. Related resources. About Classroom user accounts; Change your role; Join a class …
Classroom にログインする
Classroom で使用するアカウントでログインします。 管理者が Classroom を有効にしていないようです。 Classroom を使用するには、学校の IT 管理者または Google Workspace 管理者 …
Join a class with a class code in Google Classroom
You’re signed in to Classroom with the correct account. Learn how to sign in to Classroom. The code you enter is 6 to 8 characters long, and uses letters and numbers. Codes can’t have …
Se connecter à Classroom - Ordinateur - Aide Classroom - Google …
Commencer à utiliser Classroom. Si vous êtes enseignant, vous pouvez créer un cours. Si vous êtes élève, vous pouvez rejoindre un cours. Ressources associées. À propos des comptes …
Get started with Classroom for teachers - Computer - Classroom …
Teacher Center: First day of Classroom A collection of tips and videos to help you get started with Classroom; Classroom Help Community A place to ask questions and get answers from other …
Classroom Help - Google Help
Official Google Classroom Help Center where you can find tips and tutorials on using Google Classroom and other answers to frequently asked questions.
About Classroom - Classroom Help - Google Help
What you can do with Classroom: Teachers: Start a video meeting. Create and manage classes, assignments, and grades online without paper. Add materials to your assignments, such as …
Classroom Ohjeet - Google Help
Google Classroom -palvelun virallinen Ohjekeskus, joka sisältää vinkkejä ja ohjeita palvelun käyttämiseen sekä vastauksia usein kysyttyihin kysymyksiin.
¿Cómo accedo a Classroom? - Computadora - Ayuda de Classroom
Si ya sabes cómo acceder a Classroom, ve a classroom.google.com o sigue los pasos que se detallan a continuación. Cómo acceder por primera vez. Sign in to Google Classroom (web) …
ERIC - Education Resources Information Center
This collection of papers leads classroom language teachers through the process of developing and completing a classroom research project. Arranged in four sections, they include: …
Classroom Discourse: The Role of Teachers' Instructional …
The terminology in the area classroom discussion varies. Different researchers use different terms, such as classroom discussion, classroom discourse, classroom dialogue, dialogic …
Language Classroom Assessment Fairness: Perceptions from …
Jul 28, 2020 · advised that when administering a classroom test, language teachers should ensure that the test procedures are the same for every student. When communicating with …
EFL Teacher Evaluation/Observation Checklist (Sep 2012)
within the lesson (e.g., grammatical exercises, language practice, speaking activities, listening activities, reading activities, and communicative activities) efficiently and properly References …
Classroom Management in Foreign Language Education: An …
subject of classroom management in foreign language education, most of these (Farrell, 2008; Marzano, Gaddy, Foseid, Foseid, & Marzano, 2005; Scrivener, 2012) were how-to books …
Language Learning with Technology - Cambridge University …
Designing sequences of work for the language classroom tessa woodward Teaching Large Multilevel Classes natalie hess Using the Board in the Language Classroom ... A resource …
A Study on the Usefulness of Audio-Visual Aids in EFL …
language teaching is the most sensible and the most sensitive way of approaching the language classroom. Language teachers use a variety of teaching aids to make classroom activities …
Instructional Support in Your Classroom LM Language …
What is Language Modeling? Language Modeling is all about how teachers support children’s language development by talking with children and encouraging children to talk. Teachers …
Teachers’ Beliefs in English Language Teaching and Learning:
decisions they adopt, and on classroom practice. Teachers’ beliefs identify their real behavior towards their learners. If teachers can determine their learners’ abilities, they will be able to …
Learner diversity in the adult ESL classroom: Teachers ... - ed
Learner diversity in the adult ESL classroom: Teachers’ principles and practices Cait Greenup Elke Stracke Eleni Petraki University of Canberra Learner diversity is a common feature of the …
Translanguaging in Chinese foreign language classrooms: …
Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices Danping Wanga,b aDepartment of General Education and Languages, Technological …
Classroom Interaction in Communicative Language Teaching …
out the classroom interaction situation and factors affecting it in public Secondary schools of Kanchanpur district, Nepal. The participants of this study were three English language teachers …
Classroom Assessment for Language Teaching - Cambridge …
learners and teachers in the language classroom. This book is clearly targeted at helping address this issue of ‘insufficient attention’ being paid to assessment at the classroom level, and helping …
Enhancing student interaction in the language classroom
to teachers and learners is that interaction with another peer in the classroom, who is also in the process of learning the second language, can also be helpful for learning a language. …
L.F. Bachman & B. Damböck. Language Assessment for …
Language Assessment for Classroom Teachers. Oxford University Press. 2018. Pp. 304. With developments in language assessment over the past few years, attention has been …
Abstracted from THE LANGUAGE OF THE CLASSROOM - JSTOR
THE LANGUAGE OF THE CLASSROOM* Arno A. Beilack Herbert M. Kliebard Ronald T. Hyman Frank L. Smith, Jr. 'Published by Teachers College Press, Teachers College, Columbia …
Experiences, perceptions and attitudes on ICT integration: A …
teachers and students to help them be aware of the modernized world and meet the current demands of the new era. Tanveer (2011) explored the perceptions of students and teachers …
The ESL Teacher and Culture in the Classroom: Further …
and students’ culture impacts the classroom. Language teachers and researchers have become increasingly aware that a second or foreign language can rarely be taught or successfully …
THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN …
assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may …
Classroom Observation Tasks A Resource For Language …
Research for Language Teachers Michael J. Wallace,1998 A practical resource that supports teachers and trainee teachers to investigate their teaching in a systematic and organised way …
The Relationship Between Teachers' Classroom English …
teachers’ classroom language from the perspective of English for Specific Purposes (ESP). English-speaking teachers need general language ability, academic language ability, and …
TKT 1–3 Handbook for teachers - Cambridge English
principles and practice of English language teaching: • TKT: Module 1 – Language and background to language learning and teaching • TKT: Module 2 – Lesson planning and use of …
Code-Switching in English as a Foreign Language …
seems negative, people seem to code-switch quite frequently. Teachers of English as a foreign language too frequently claim that they do not like to code-switch in the language classroom for …
Supporting English Language Learners in the Elementary and …
Jun 3, 2009 · provide classroom teachers with the initial steps for accommodating English Language Learners (ELL) in their classrooms. Step 1 – Access Background Knowledge …
Creativity in the English language classroom - TeachingEnglish
This chapter provides a range of tips for teachers to help them integrate creativity into their everyday classroom practice and typical language-learning activities and exercises. 8 …
The Relationship between Teachers’ Beliefs of Grammar
The impact of teachers’ classroom practices on teachers’ beliefs has also been proven by Phipps and Borg (2009), Moini (2009), as well as Nurusus, Samad, Rahman, Noordin and Rashid …
Teachers’ classroom instruction reinforcement strategies in …
Teachers need to have effective classroom management strategies (henceforth, CMS). To have an effective classroom management, teachers are required to have a good relationship with …
COMMUNITY LANGUAGE RESOURCES: A Handbook for …
language use outside of the classroom. Classroom language is often idealized language — absent the phonological changes of relaxed speech and current popular usages. “Real …
Using Flipped Classroom in Middle Schools: Teachers’ …
Using Flipped Classroom in Middle Schools: Teachers’ Perceptions Aslihan Unal, Georgia Southern University, aunal@georgiasouthern.edu Zafer Unal, University of South Florida, St. …
Understanding emotion-regulation strategies among foreign …
guage teachers, these processes are even more pronounced. As Ehrman and Dörnyei (1998) noted, day-to-day interactions within the language classroom require lan-guage teachers to …
A Quantitative Action Research on Promoting Confidence in a …
Language Classroom Implications for Second Language Teachers Vahid Rahmani Doqaruni Aviation College, University of Applied Science and Technology, Mashad, Iran Abstract …
Overcoming Teaching Challenges in Multicultural and …
people to translate home language writing into the school language scaffolds students’ output in the school language and enables them to use higher-order and critical thinking skills much …
Exploring language assessment literacy and needs of English …
expectations of Language Testing and Assessment module among classroom language teachers and language-testing experts. As Xu and Brown (2016) pointed out, pre-service teachers are …
Supporting Therapy in the Classroom : Strategies for …
during their sessions with children. In doing so, teachers will be able to consistently reinforce the progress that children make during their therapy sessions. Children with language delays or …
Teachers’ Code-Switching in Classroom Instructions
ministry. In classroom practice, teachers have been instructed to teach high quality English in English Only classrooms. The second or foreign language learning can only accept the …
Krashen Revisited: Case Study of the Role of Input, Motivation …
Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors …
Communicative Language Teaching Today - Professor Jack …
Communicative language teaching can be understood as a set of prin-ciples about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best …
Exploring ESL teachers’ alternative assessment strategies and …
assessment strategies and practices in the classroom. Journal of Language and Linguistic Studies, 18(1), 411-426. Doi: 10.52462/jlls.191 . Submission Date:04/06/2021 . ... assessment in …
L. Cheng & J. Fox Assessment in the Language Classroom: …
Assessment in the Language Classroom: Teachers Supporting Student Learning is a recent addition to the Applied Linguistics for the Language Classroom series, edited by Andy Curtis …
Pedagogical Reasoning for Speaking Instruction: A …
investigated the pedagogical reasoning of four novice language teachers in relation to speaking instruction in order to further our understanding of language teacher cognition. ... thinking and …
Building Intercultural Competence in the Language Classroom
language education. While language proficiency lies at the “heart of language studies” (Standards for Foreign Language Learning, 2006, p. 3), it is no longer the only aim of language teaching …
The role of teachers’ classroom discipline in their teaching
Classroom management particularly raises key issues in EFL classes and is one of the biggest challenges language teachers face while they teach (Linse & Nunan, 2005). On the one hand, …
The Impact of Teacher Questioning on Creating Interaction …
questioning is a teaching method that classroom teachers use to involve students in classroom discussion and promote more interaction (Adedoyin, 2015). Foreign language teachers focus …
Comparative Study of Classroom Management Strategies …
of English language teachers (ELTs) at secondary level public and private sector schools in Lahore. The purpose of the research was to identify the strategies used by the English …
Crossing The Digital Divide Race Writing And Technology In …
Crossing The Digital Divide Race Writing And Technology In The Classroom Language And Literacy Series Teachers College Pr: Crossing the Digital Divide Barbara Jean Monroe,2004 …
A Pragmatic Study on Teachers’ Feedback in EFL Classroom …
In China, the EFL (English as a foreign language) classroom is the main place for English learning. The language input of learners mainly comes from the classroom, and the output …
doi: 10.26529/cepsj.541 A Classroom Survey of Language …
a classroom survey of language teachers’ discriminatory practices against students. Method. Participants. Sixty-five Iranian male English as a Foreign Language students, consti-tuting …
ORAL LANGUAGE in the CLASSROOM - University of …
English Language Development Standards resource guide —can spark ideas about how to focus on these skills in the language classroom. The five WIDA English Language Development …
Multilingual Learner/English Language Learner (MLL/ELL) …
single classroom can be heterogeneous in terms of home language(s) proficiency, proficiency in English, literacy levels in English and student's home language(s), previous experiences in …
Students and Teachers’ Points of View on Code-Switching in …
92 teachers from 34 cities in Turkey and quantitative data containing five-point Likert scale questionnaire collected from 226 students, the current research reports students’ stances …
