teacher reference
 |
(with Thomas Farrell). Cambridge University Press
This books is a practical introduction for teachers, administrators, and coordinators, who wish to implement a coherent and strategic approach to teacher development.
Contents:
- 1. The nature of teacher development
- 2. Workshops
- 3. Self-monitoring
- 4. Teacher support groups
- 5. Keeping a teaching journal
- 6. Peer observation
- 7. Teaching portfolios
- 8. Analyzing critical incidents
- 9. Case analysis
- 10. Peer coaching
- 11. Team teaching
- 12. Action research
|
 | (with Theodore Rodgers) 2nd Edition.
Cambridge University Press
This book provides a comprehensive analysis of language
teaching methods and approaches. The first edition
of
this book has been a standard reference in teacher
training programs around the world. It has sold over
100,000
copies and been translated into many different languages.
However a great deal has changed in language teaching
since the first edition was published, and these changes
are reflected in the new edition of the book, which
has over 50% new content.
Content of
the New Edition Part 1 Major Trends in 20th Century Language Teaching - 1.
A brief history of language teaching
- 2. The nature of approaches and methods
in language teaching
- 3. The Oral Approach and Situational Language Teaching
- 4.
The Audiolingual Method
Part II Alternative approaches and methods - 5.
Total Physical Response
- 6. The Silent Way
- 7. Community Language
Learning
- 8. Suggestopedia
- 9. Whole Language
- 10. Multiple
Intelligences
- 11. Neurolinguistic Programming
- 12. The Lexical
Approach
- 13. Competency-Based Language Teaching
Part III Current
communicative approaches - 14. Communicative Language Teaching
- 15.
The Natural Approach
- 16. Cooperative Language Learning
- 17. Content-Based
Instruction
- 18. Task-Based Language Teaching
- 19. The post-methods
era
|
 | Cambridge
University Press This book is based on courses Dr. Richards has
taught in recent years on curriculum development, syllabus design, and materials
development. Dr. Richards teaches courses and workshops in this area every year at the Regional
Language Centre, Singapore, and the books brings together issues and practices
in language curriculum development. Key stages in the curriculum development process
are examined, and practical tasks and discussion activities throughout the book
are enable it to be used both in in-service courses and as a reference text for
coordinators of language programs, teachers, and program administrators.
Contents: - 1. The origins of language curriculum development
- 2.
From syllabus design to curriculum development
- 3. Needs analysis
- 4.
Situation analysis
- 5. Planning goals and learning outcomes
- 6.
Course planning and syllabus design
- 7. Providing for effective teaching
- 8.
The role and design of instructional materials
- 9. Approaches to evaluation
|
 | (with Charles Lockhart). Cambridge
University Press Reflective Teaching is an approach to teacher development
that centers on teachers investigating their own classroom principles and practices.
It is designed to be used in in-service courses at both the Diploma and MA level.
This book introduces the nature of reflective teaching and shows how it can be
applied to language teaching. A variety of procedures that can be used in classroom
investigation are first presented, such as journal writing, peer observation,
recording lessons, and action research. The book then examines a number of key
issues in language teaching and shows how teachers can explore them in relation
to their own teaching. Among the issues examined are teachers' belief systems,
teacher decision-making, learner beliefs, learning strategies, classroom language,
classroom interaction, and the use of teaching materials. Each chapter includes
practical tasks and activities. |
 | (with David Nunan). Cambridge
University Press This book is an edited collection of original papers
on different aspects of teacher education. The book seeks to bring together some
of the key specialists in the field of second language teacher education (such
as Rod Ellis, Donald Freeman, Kathleen Bailey, John Fanslow, Richard Day, Martha
Pennington) and examines key issues involved in planning a teacher education course
for language teaching. Topics covered include observation, supervision, journal
writing, and evaluation. |
 | Cambridge
University Press This book contains a collection of Dr. Richards'
papers on teacher education. It seeks to examine the nature of second language
teacher education, and to move discussion of the subject beyond the level of "training",
which takes a technical view of specific teaching practices. Instead, the book
takes a more holistic approach to teacher development, built on the notion of
the teacher as critical and reflective thinker. The argument pursued throughout
the book is that teacher education needs to engage teachers not merely in the
mastery of techniques, but in an exploration of the knowledge, beliefs, and attitudes
that underlie their teaching practices. |
 | (with Donald Freeman) Cambridge
University Press This book introduces the field of educational research
called "teacher learning" as it applies to the teaching of second languages.
Until recently, the study of second language teacher education focused mainly
on the knowledge base and teaching skills of teachers and teachers-in-preparation.
This book approaches teacher education from a different point of view, through
an exploration of the thinking and learning processes employed by teachers as
they learn to teach. The book contains fifteen original articles, based on studies
conducted in North America, Europe, Asia, and Australia, provide examples of research
into the ways that individuals learn to teach second languages, and the roles
that previous experience, social context, and professional training, play in the
process. The collection thus helps establish a research base for teacher learning
within second language teacher education. The book includes a full discussion,
and accompanying index, of research methods. |
 | (edited with
Willy Renandya) Cambridge
University Press This anthology offers a comprehensive overview
of approaches to the teaching of English and illustrates the complexity underlying
many of the practical planning and instructional activities it involves. Organized
into 16 sections, the book contains 41 seminal articles by teacher-trainers and
researchers. The anthology serves as a reference text for courses in teaching
methodology, and as a resource book for classroom teachers. All royalties
from the sale of this book are being donated to a scholarship fund to enable teachers
from Southeast Asian countries to attend courses at the Regional Language Centre,
Singapore. |
 | Published by
TESOL Case studies
are a valuable resource in teacher education, since they can be used to show how
teachers deal with classroom situations and illustrate the problems-solving and
thinking skills that teachers employ. This book is a collection of 75 case
studies, prepared by language teachers. Each case study describes a problem the
teacher confronted in his or her teaching and the teacher's response to the problem.
Following each case study is a commentary on the teacher's response, by a teacher
educator. In this collection, the first of its kind in TESOL the case studies
are grouped around issues and topics, to facilitate their use in teacher education
courses. |
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