David Hall, Ann Hewings's Innovation in English Language Teaching: A Reader (Teaching PDF

By David Hall, Ann Hewings

This reader presents either theoretical views and useful instruments for analysing and figuring out how ELT school room curricula may be analysed, constructed and evaluated.The commissioned and vintage texts position curriculum switch in a philosophical framework and likewise discover the political and institutional issues. a chain of case reviews are supplied to focus on either the function of the trainer in curriculum innovation and numerous approaches of making plans and implementation. the ultimate part bargains with comparing curriculum and syllabus swap.

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Additional info for Innovation in English Language Teaching: A Reader (Teaching English Language Worldwide)

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Piagct, J . , 195 3. The Origins of’lntelligence in the Child. I ondon: Routledge antl Kcgan Paul. , 1 972. ‘Interlanguage’. IRA[ 1 0: 3, 1 972. , 1975. senrrh c7nd Development . ontlon: Heinemann. 26 M I C H A E L P. B R E E N A N D C H R I S T O P H E R N. C A N D L I N Stephens, J. , 1967. chological Examination. New York: Holt, Rinehart &Winston. , 1977. ‘Conscious communication stratcgics in inter-language: a progress rcport’ . Paper prescntcd at the 1 1 t h T t S O L Convention, Miami, F1.

Error anal! , intcrlanguagc and second language acquisition’ in Kinsclla, V. 5vt. Cam1)ritigc University Prcss. , Grccnwald, J. and West, R . ) 1975. Curriculum Design. I ondon: Croom I Iclrn in association Tvith the Open University Prcss. Gumpcrz, J. , 1964. ‘Linguistic and social interaction in tux) communities’ in Gumpcrr, J. J. and Hymes, 1). ( c d s . Imericcin ’4nfhropologist 6 6 (6 ii): 1964. IIalliday, M . A. , 1973. ‘The functional basis of language’ in Bcrnstcin, 13. ) Cluss, CoJc, ant1 Control, Volumr.

Others lvcnt t o the oppositc extreme, eschewing “traditional” solutions to their materials clcvelopmcnt antl language-teaching challenges. In most contcxts, h o u cr, a more Iialanccd \icw prcvailctl. For some time after thc rise of CL‘I; thc status of grammar in the curriculum \vas rather uncertain. Somc linguists maintained that it \vas not ne grammar, that the abilit? to LISC a second language (“knowing how”) \vould develop automatically if the learner \vcrc required to focus on meaning in the proccss of using the language t o communicatc.

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