File Name: new ways of using drama and literature in language teaching .zip
Boyles, S. London: Routledge.
By Lindsay Clandfield. It has only been since the s that this area has attracted more interest among EFL teachers. The purpose of this article is to look at some of the issues and ways in which literature can be exploited in the classroom.
Please note that ebooks are subject to tax and the final price may vary depending on your country of residence. Aimed at student teachers, educators and practitioners, Teaching English Language to Young Learners outlines and explains the crucial issues, themes and scenarios relating to this area of teaching. Each chapter by a leading international scholar offers a thorough introduction to a central theme of English as a foreign language EFL with preteens, with clear presentation of the theoretical background and detailed references for further reading, providing access to the most recent scholarship.
Exploring the essential issues critically and in-depth, including the disadvantages as well as advantages of Teaching English as a Foreign Language TEFL with young learners, topics include: - task-based learning in the primary school; - storytelling; - drama; - technology; - vocabulary development; - intercultural understanding; - Content and Language Integrated Learning CLIL scenarios; - assessment.
Innovative and rapidly emerging topics are covered, such as immersion teaching, picturebooks in the EFL classroom and English with pre-primary children. Academics and researchers alike will find rich and profound information about the scientific background, while teachers and teacher trainers are given the opportunity to develop their knowledge about potential teaching practices in the classroom As a result the book has significantly enriched the still new and yet rapidly expanding field of teaching English to young learners.
What sets this book apart from other books on the subject is the examples provided of real classroom practice, which may make it more accessible to teachers of young learners. This volume offers readers a useful summary of current theories, research, and classroom practices. No overview of this field would be complete without some discussion of Clil, technology and assessment, and these topics are all represented Janice Bland has assembled some of the most interesting researchers working on European contexts The editor should especially be commended for the skilful way in which the book is organised The accessible language, clear and comprehensible argumentation, tackling of timely subjects, and inclusion of numerous practical suggestions are likely to ensure a wide readership for this edited volume, one that will include students, future and current teachers, scholars, parents, and anyone interested in the latest developments in EYL.
While the specific focus of the volume is on the learning of English, many of the chapters are relevant to the learning of any foreign language in children between the ages of three and twelve.
The volume provides a much needed international perspective, including different contexts of learning and different types of teaching approaches and tasks. Each chapter presents current thinking and research on central themes within English as a foreign language for young learners and consequently provides a rich resource for anyone involved in foreign language education.
I will be recommending it to my students. The studies presented herein cover a wide range of critical issues — both theoretical and practical — in a highly comprehensive and accessible manner. I strongly recommend this book to educators, researchers, and students who are interested in working with young English learners.
The rich collection of informative chapters also provides a major opportunity for the widening of the reader's horizons by reflecting a diversity of teaching contexts and drawing on research which addresses key themes and issues in language teaching to children in the 3 — 12 years age range.
An important focus throughout the book is on the holistic development of the child and that, in addition to linguistic outcomes; language learning brings important emotional, cognitive, social, affective and social gains as well as the development of intercultural understanding. Another focus is the importance of the multifaceted role the teacher plays and the linguistic and methodological competencies they require to create optimum conditions for language learning.
A third focus is how different modes of input — oral storytelling, poetry, picturebooks, technology, drama and play, can engage and motivate children in their ever-longer language learning journeys at school. This volume adds to the substantial body of authoritative literature on language teaching to children, and raises the professional status of an increasingly growing and important field to which, previously, little attention was given.
I highly recommend this title to all involved in language teaching with children who want to widen their own horizons. With its focus on school settings and its multi-disciplinary approach, it offers insights into aspects of EYL that are fundamental but often neglected such as intercultural learning, pre-primary English, the role of formulaic language and holistic learning.
Highly recommended to anyone with an interest in EYL in Europe and beyond. This comprehensive collection of articles fosters international collaboration among leading academics and researchers involved in key fields of teaching English as a foreign language to young learners, which makes the publication attractive to a large readership worldwide.
On the basis of current theories and empirical research, the authors discuss purposes, practices, competences, participants and contexts of foreign language teaching, learning and use. Key scholars with different areas of expertise provide latest ideas and innovative concepts on the topics.
The focus is on linking theory and practice to transmit profound knowledge and introduce important teaching approaches to university students, university lecturers, experienced teachers and career starters.
It is extraordinary useful for exam preparation on central young-learner topics such as task-based learning in the primary school, storytelling, vocabulary development, intercultural understanding in the primary school, CLIL scenarios with young learners, drama with children in the English language classroom and assessment.
The excerpts from classroom interaction help provide a useful picture of classroom practice and illustrate the points made.
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Language Editing Service. Chauhan, V. Drama Techniques for Teaching English. X, No. Cheng, M. Student Perceptions of Interactive Drama Activities.
Ingrid Rachal is a 8th grade English Language Arts teacher at Mary I use plays to help my students engage with literature in a new way and With Honors in the English Language and Literature Department about the importance of play, and how it is just as essential to our lives If drama activities are a new addition to the classroom, the teacher may want to use. Drama activities that fuel imagination and foster creative and academic skills. A good time and we were going to learn some new things and learn some new ways of learning.
The article discusses how drama can support language learning at the university level and how drama can also support learners in acquiring professional competences. In the first part, the article will briefly outline forms of drama in language teaching. The second part describes aspects of drama beneficial for language learning in a professional context and gives a concrete teaching example: theatre projects with a focus on business English. The author draws on his teaching experiences in Japan with his theatre company Model Productions and the related Model Language Studios. A large and continuously updated online research bibliography attests to on-going scholarly interest in the topic 1.
The low self-confidence in speaking can impede language acquisition. The purpose of this study was to prove and evaluate the effects of using drama for English Language Learners. It was hypothesized that drama would be helpful in lowering the affective filter psychological attributes.
Skip to content. The purpose of this article is to provide some guidance through the wealth of available materials and support, to provide a platform for sharing ideas and experiences and to explore some areas that are at the cutting edge of what is, for many teachers, the most powerful instrument in their school bag: literature as a tool for language learning. Click on the headings below to find out more about available materials and support for teachers in each area.
- Шифр, над которым работает ТРАНСТЕКСТ, уникален. Ни с чем подобным мы еще не сталкивались. - Он замолчал, словно подбирая нужные слова.
Разумеется. Как глупо с моей стороны.
Тоже неподвижная, она стояла у дверей шифровалки. Стратмор посмотрел на ее залитое слезами лицо, и ему показалось, что вся она засветилась в сиянии дневного света. Ангел, подумал. Ему захотелось увидеть ее глаза, он надеялся найти в них избавление. Но в них была только смерть.
Мидж… - Доброй ночи, Чед. - Она направилась к двери. - Ты уходишь. - Ты же знаешь, что я бы осталась, - сказала она, задержавшись в дверях, - но у меня все же есть кое-какая гордость.
- Слово разница многозначно. Нам нужно число - значит, речь идет о математике. Еще одна игра слов мистера Танкадо: разница означает результат вычитания. - Верно! - сказал Беккер с экрана. - Может быть, у этих элементов разное число протонов или чего-то .
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