English language teaching : policy and practice across the European Union
著者
書誌事項
English language teaching : policy and practice across the European Union
（English language teaching : theory, research and pedagogy / series editor, Christine Coombe）
Springer, c2022
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
This book provides an overview of current trends and practices in English Language Teaching (ELT) across the European Union. It offers insights into key ELT issues which are at the forefront of twenty-first-century classrooms. It discusses theoretical and empirical work based on topics such as linguistic imperialism, English as a Medium of Instruction, contrastive language analysis, and the interplay between English and the use of countries' respective native languages. It also explores the challenges of English Language Teaching under different circumstances such as, while using different technological platforms, working with different learner groups (those with Special Educational Needs) and revising traditional practices in grammar and vocabulary teaching. Throughout the book, the link between policy, theory and practice is explicitly highlighted and exemplified. The book is of interest to ELT instructors, course designers, language teachers and teacher trainers, and students enrolled in pre-service English training courses.
目次
Part I: Exploring the Impact of ELT Policies on EU Classrooms
1. English Language Teaching in the EU: An introduction. Lee McCallum.2. Teaching and Learning English in the European Union: A Research Review. Ng Chiew Hong and Yin Ling Cheung.3. Current Perspectives in the Multilingual EFL Classroom: A Portuguese Case Study. Lili Cavalheiro, Luis Guerra and Ricardo Pereira.4. Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review. Aleksandra Olszewska, Maria R. Coady and Urszula Markowska-Manista. 5. Mother Tongue Support as a Scaffold to English Language Proficiency: An Ideological Analysis of a Belgian International School's Language Policy. Mieke Vandenbroucke, Anne-Sophie Bafort and Kerrilyn Thacker.6. "British English" or "American English"? Investigating Austrian English Language Students' Choice of a Model Accent. Karin Richter and Andreas Weissenback.7. How Discourses Shape Teacher Identity: Evidence from EFL Teachers in Spain. Lee McCallum.
Part II: Exploring Challenges and Practices in Primary Education
8. Benefits and Challenges of Learning and Teaching English: The Case of Student Teachers in France. Jill Kay Partridge Salomon and Sophie Dufosse Sournin.9. How Do ADHD-type Behaviours Affect Language Learning? Voices of In-service EFL Teachers in Poland. Agnieszka Kaldonek-Crnjakovic.10. Building Young Learners' Plurilingual and Pluricultural Repertoire: An Analysis of EFL Textbooks' Speaking Activities. Maria Daniela Cifone Ponte. 11. Supplementing Reading in EFL at Primary School Level in the Czech Republic. Olga Vrastilova.
Part III: Exploring Pedagogic Practices and Models in Secondary and Tertiary Education
12. Instructed EFL Learning in Austria, France and Sweden: Hearing Teachers' VoicesAlexandra Schurz and Marion Coumel.13. Integrating Foreign Language Vocabulary Research in the Curriculum: Extensive Video Viewing in the University Classroom. Maria del Mar Suarez and Ferran Gesa.14. On Contrastive Analysis and Language Pedagogy: Reimagining Applications for Contemporary English Language Teaching. Niall Curry.15. Teaching Form in the Action-Oriented Classroom: Can-Do! Eloy Romero Munoz. Part IV: Exploring Broad Applications of Technology-Enhanced Teaching and Learning
16. English Language Teachers' Attitudes towards Computer-Assisted Language Learning: SWOT Analysis in Spain. Dara Tafazoli.17. ICT Training of Pre-Service Bilingual Teachers: Present, Past and Future Needs. Maria Elena Gomez-Parra.18. The Effects of Virtual Classroom Instruction: The Pre-Service Teacher Preparation Program at the University of Ljubljana. Lara Burazer and Janez Skela.19. Perspectives on the Shift to Online Learning in Private English Language Schools in Greece. Georgios Vlassios Kormpas.
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