| ISBN13: | 9781032422060 |
| ISBN10: | 1032422068 |
| Binding: | Hardback |
| No. of pages: | 292 pages |
| Size: | 229x152 mm |
| Weight: | 698 g |
| Language: | English |
| Illustrations: | 9 Illustrations, black & white; 2 Illustrations, color; 5 Halftones, black & white; 1 Halftones, color; 4 Line drawings, black & white; 1 Line drawings, color; 1 Tables, black & white |
| 685 |
Literature in general, reference works
Psycholinguistics
English, American English Studies
ELT in general
Language teaching
English language and literature
Pedagogy in general
Primary education
Secondary education
Higher education, adult education
Special education and educational methods
Further readings in pedagogy
Literature in general, reference works (charity campaign)
Psycholinguistics (charity campaign)
English, American English Studies (charity campaign)
ELT in general (charity campaign)
Language teaching (charity campaign)
English language and literature (charity campaign)
Pedagogy in general (charity campaign)
Primary education (charity campaign)
Secondary education (charity campaign)
Higher education, adult education (charity campaign)
Special education and educational methods (charity campaign)
Further readings in pedagogy (charity campaign)
Adaptable English Language Teaching
GBP 130.00
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The ELT community must adapt to the needs of emerging situations and a diverse range of learners. Adaptable English Language Teaching brings together contributions from renowned scholars around the world with insights on all major areas of English language teaching with an emphasis on adaptability.
In an age of rapid technological transformation and evolving teaching settings, the ELT community must adapt to the needs of emerging situations and a diverse range of learners. Adaptable English Language Teaching addresses this need by bringing together contributions from renowned scholars around the world with insights on all major areas of English language teaching with an emphasis on adaptability?of teaching method, context, skills, and priorities.
Organized around an innovative past-present-future structure, chapters offer methods, strategies, and perspectives that are adaptable to any difficult or under-resourced context. It delves into engaging through online applications, understanding emerging trends in computer-assisted language learning and teaching, and the implementation of virtual classroom and multimodality in ELT.
Given its multifaceted focus, this book will provide ELT practitioners, trainers, trainees, and researchers with invaluable insights and research findings to effectively navigate and adapt to emerging circumstances.
Introduction
Section 1: ELT responses to new circumstances
Chapter 1: English language curriculum development in new circumstances
Chapter 2: Sustainability in English language teacher education: Preparing teachers for an unknown future
Chapter 3: Understanding the needs of international EAP students: Adaptive progress
Chapter 4: Silence as autonomy: Case studies of Australian and international students
Section 2: ELT assessment, feedback, and managing classrooms in new circumstances
Chapter 5: New approaches to the assessment of English as an additional language
Chapter 6: Feedback to students in ELT
Chapter 7: ELT classroom management in times of change
Section 3: Teaching English language skills and components in new circumstances
Chapter 8: Teaching listening in new circumstances
Chapter 9: Teaching reading
Chapter 10: Challenges and opportunities in teaching speaking
Chapter 11: L2 Writing Pedagogy: Responding to emerging needs and emergencies
Chapter 12: Adaptable teaching of grammar, vocabulary, and pronunciation: Enhancing fluency and engagement through online apps
Section 4: The contribution of technology to ELT in new circumstances
Chapter 13: Language teachers and teaching technologies: Valuing the teacher and teacher values in online learning
Chapter 14: Computer-assisted language learning and teaching: Emerging trends, challenges, and solutions in ELT
Chapter 15: A Multimodal analysis of roleplays between Upper Intermediate level learners: lessons for teaching oral language competency in online contexts
Conclusion
