By Penny Ur

ISBN-10: 0521449944

ISBN-13: 9780521449946

This crucial direction offers a entire uncomplicated creation to educating languages, to be used in pre-service or early adventure settings. it may be utilized by teams of lecturers operating with a coach, or as a self-study source. The Trainee's e-book presents all of the projects given mostly booklet yet with out historical past details, bibliographies, notes or ideas. it's appropriate for these learning on a trainer-led direction, the place suggestions is instantly on hand.

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Extra resources for A Course in Language Teaching: Practice of Theory (Cambridge Teacher Training and Development)

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This research, considered in conjunction with the research on language-specific attitude and motivation considered in this chapter, suggests that, to improve both student attitude and motivation, teachers need to recognize a wide variety of language behaviors and to be able to distinguish dialectal variation, whether regional or social, from errors in speech behavior. Teachers must also realize that their own and their students' preexisting attitudes toward language skills and literacy abilities will affect student participation, and they must find ways to recognize multiple abilities and use them as a springboard in developing better language and literacy skills (Cohen, 1994).

Along with community members such as learners and parents, teachers may view their principal linguistic responsibility as one of inculcating "correct language" without realizing that, even for educated native speakers, natural and correct language includes a variety of language forms, not a single variant (Beebe, 1988; Milroy & Milroy, 1985). With a firmer understanding and appreciation of the multiplicity of language forms and functions, each chosen according to communicative context, situation, audience, and purpose, teachers can become developers of sensitivity toward many varieties of language rather than pedantic linguistic enforcers.

Expanding opportunities to use multiple forms of language The intimate connection between language and social identity means that learners need the chance to build social identities which include the mastery of a socially effective range of the oral and literate behaviors. This is a great challenge to educational systems and to norms of classroom discourse, which often provide only an idealized (and reductionist) view of language forms worthy of emulation and restrict student participation in frequency and format to faint echoes of a teacher's voice (Pratt, 1987).

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A Course in Language Teaching: Practice of Theory (Cambridge Teacher Training and Development) by Penny Ur


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