English Language Teaching in a Post-Method Paradigm. Premier Reference Source

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Sonst. Personen	Feraria, Paulette Joyce (Hrsg.)
Titel	English Language Teaching in a Post-Method Paradigm. Premier Reference Source
Quelle	(2019), (426 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5225-9228-0
DOI	10.4018/978-1-5225-9228-0
Schlagwörter	English (Second Language); Second Language Instruction; Theories; Teaching Methods; Experience; Place Based Education; Foreign Countries; Indigenous Knowledge; Culturally Relevant Education; Language Usage; Native Language; Grammar; Student Participation; Large Group Instruction; Online Courses; Role Playing; Computer Games; Telecommunications; Handheld Devices; Technology Integration; Electronic Learning; Empowerment; Department Heads; Popular Culture; Preservice Teachers; Language Teachers; Student Attitudes; Practicums; Teacher Effectiveness; Teacher Empowerment; Virginia; Jamaica; Colombia; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Erfahrung; Ausland; Sprachgebrauch; Grammatik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Online course; Online-Kurs; Rollenspiel; Computer game; Computerspiel; Computerspiele; Telekommunikationstechnik; Popkultur; Language teacher; Sprachunterricht; Schülerverhalten; Practicum; Praktikum; Praktika; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kolumbien
Abstract	For many decades, English language educators across the world have been locked in a paradigm of ESL/EFL/ESD methods that have circumvented the growth of any pedagogical will for Immersion in English (IE) or the Sustained Use of English (SUE) in speech environments where other languages challenge English-in-use and the preparation of teachers of English to facilitate IE or SUE in classroom praxis. There is an opportunity to advance this scholarship from an international perspective to build a distinct post-method pedagogy for English language teaching in the Caribbean and other global teaching-learning contexts. "English Language Teaching in a Post-Method Paradigm" is a critical scholarly publication that provides relevant teacher initiated theoretical frameworks and the latest empirical research findings in English language teaching that promote English as the tool for global integration and communication. Highlighting topics such as curriculum, pedagogy, and teacher education, this book is ideal for professionals, researchers, policymakers, academicians, and educators. Chapters include: (1) Teacher Constructed Theories for a Post-Method Paradigm (Natalie McKeba Harvey and Nyree McLean McDonald); (2) The Jamaican Corner in a Virginian Classroom: Constructing an ESL Place-Based Pedagogy (Paula Andreene Feraria); (3) SUE TESOL for Indigenous Critical Praxis: Teachers' Construction of an Alternative to Method (Paulette Joyce Feraria); (4) The Influence of Teacher Talk in English Grammar Acquisition (Asmaa Muwafaq Alkhazraji); (5) From Teacher Talk to Student Talk: Repositioning Learners for Success in the Language Classroom (Janice E. Jules); (6) The Ambassador of English: An Emerging Intuitive Pedagogy for Teaching English Around the World (Paulette Joyce Feraria, Kade H. A. Feraria, and Nneka Gabrielle Gaynor); (7) Massive Multiplayer Online Role-Playing Games as English as a Foreign Language Learning Environments (Hélder Fanha Martins); (8) The Implications of Text-Messaging for Language Learning (Tracy-Ann K. N. Beckford); (9) Communication Matters: Upgrading the Communicative Approach to ESP Through Smartphones (Lorena Clara Mihaes and Anda Dimitriu); (10) Integrating E-Learning in the Teaching of English Language Classes (Shimey Shawna Masters); (11) Mobilizing Departments of English for the Post-Method Paradigm: Empowering Heads of Department to Make the Transition (Ann-Marie Wilmot); (12) Popular Culture and English Language Teaching: A Bridge and Not a Barrier in the Second Language Classroom (Georgette M. Delevante); (13) Pre-Service English Teachers' Perception of the Practicum Experience (Ana María Pinto-Llorente); (14) Stifled Teacher Efficacy: A Threat to Post-Method Pedagogy Implementation (Ardene Virtue); and (15) Post-Paradigm Pedagogy: Empowering Educators to Meet the Multifaceted Challenges of Teaching English Language in Jamaica (Neveta S. Roberts and Yonae F. O'Meally-Donald). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01