New Perspectives on CALL for Second Language Classrooms

New Perspectives on CALL for Second Language Classrooms
  • Author : Sandra Fotos,Charles M. Browne
  • Publisher : Routledge
  • Pages : 370
  • Relase : 2013-06-17
  • ISBN : 9781135628475

New Perspectives on CALL for Second Language Classrooms Book Review:

This practical handbook is designed to help language teachers, teacher trainers, and students learn more about their options for using computer-assisted language learning (CALL) and develop an understanding of the theory and research supporting these options. The chapters in New Perspectives on CALL for Second Language Classrooms synthesize previous CALL theory and research and describe practical applications to both second and foreign language classrooms, including procedures for evaluating these applications. The implementation of CALL at the institutional level is also addressed, with attention to designing multimedia language laboratories and creating collaborative CALL-based projects between educational institutions. Although many chapters locate their descriptions of CALL activities and projects within the ESL/EFL setting, the principles and activities described are equally useful for other language settings. The book does not require prior knowledge of CALL, computers, or software. To assist readers, a glossary of CALL terms and an appendix of CALL Web sites are provided. The book also has its own accompanying Web site (http://www.erlbaum.com/callforL2classrooms) presenting chapter abstracts, author contact information, and regularly updated links to pedagogical, research, and teacher development sites. By integrating theoretical issues, research findings, and practical guidelines on different aspects of CALL, this book offers teachers multiple levels of resources for their own professional development, for needs-based creation of specific CALL activities, for curriculum design, and for implementation of institutional and inter-institutional CALL projects.

Second Language Classrooms

Second Language Classrooms
  • Author : Craig Chaudron
  • Publisher : Cambridge University Press
  • Pages : 221
  • Relase : 1988-01-29
  • ISBN : 9780521327756

Second Language Classrooms Book Review:

This book provides a critical overview of recent classroom-centred research and its implications for the teaching and learning of languages giving new insights into how languages are learned and what the effects of classroom instruction are.

Second Language Classroom Research

Second Language Classroom Research
  • Author : Jacquelyn Schachter,Susan M. Gass
  • Publisher : Routledge
  • Pages : 208
  • Relase : 2013-11-05
  • ISBN : 9781135450380

Second Language Classroom Research Book Review:

In an attempt to fill the gap left by the many published studies on classroom second language research, this book explores a variety of human, social, and political issues involved in the carrying out of such studies. Many journals are chock-full of the results of classroom research, with evidence to support one claim or another about the efficacy of one teaching method or another. Many textbooks are replete with statistical procedures to be used, and with experimental designs to fit varying situations. Too often overlooked in these treatments are the human, social, and political issues involved in carrying out research in classrooms that are not one's own. What are the problems going to be when one attempts work such as this? What does one do on discovering that an administrator's agenda is different than one had thought? What does one do when a teacher resents intrusions into her classroom? This book offers a view on those kinds of issues, as presented and managed by successful classroom researchers themselves. The authors present their own experiences including, on occasion, their trials and tribulations and how they dealt with them. They lay themselves open to criticism in doing so, but they make their contributions much the richer as well. The classroom contexts extend to different countries, and range from elementary schools to universities. Some of the issues presented are: * the necessarily collaborative nature of the research; * the question of meshing pedagogically sound and experimentally acceptable practices; * the often strong possibility that political and social decisions will interrupt the research; * the perennial question of reporting out the results; and * the training of graduate student researchers.

Teaching Grammar in Second Language Classrooms

Teaching Grammar in Second Language Classrooms
  • Author : Hossein Nassaji,Sandra S. Fotos
  • Publisher : Routledge
  • Pages : 184
  • Relase : 2011-03-17
  • ISBN : 9781136966033

Teaching Grammar in Second Language Classrooms Book Review:

Recent SLA research recognizes the necessity of attention to grammar and demonstrates that form-focused instruction is especially effective when it is incorporated into a meaningful communicative context. Designed specifically for second-language teachers, this text identifies and explores the various options for integrating a focus on grammar and a focus on communication in classroom contexts and offers concrete examples of teaching activities for each option. Each chapter includes a description of the option, its theoretical and empirical background, examples of activities illustrating in a non-technical manner how it can be implemented in the classroom, questions for reflection, and a list of useful resources that teachers can consult for further information.

Reflective Teaching in Second Language Classrooms

Reflective Teaching in Second Language Classrooms
  • Author : Jack C. Richards,Charles Lockhart
  • Publisher : Cambridge University Press
  • Pages : 218
  • Relase : 1994-03-25
  • ISBN : 9780521458030

Reflective Teaching in Second Language Classrooms Book Review:

This text introduces techniques for teachers to explore their classroom experiences and for critical reflection on teaching practices. This book introduces teachers to techniques for exploring their own classroom experiences. Numerous books deal with classroom observation and research, but this is the first to offer a carefully structured approach to self-observation and self-evaluation. Richards and Lockhart aim to develop a reflective approach to teaching, one in which teachers collect data about their own teaching; examine their attitudes, beliefs, and assumptions; and use the information they obtain as a basis for critical reflection on teaching practices. Each chapter includes questions and activities appropriate for group discussion or self-study.

Researching Second Language Classrooms

Researching Second Language Classrooms
  • Author : Sandra Lee Mckay
  • Publisher : Routledge
  • Pages : 200
  • Relase : 2006-08-15
  • ISBN : 9781135604400

Researching Second Language Classrooms Book Review:

This text introduces teachers to research methods they can use to examine their own classrooms in order to become more effective teachers. Becoming familiar with classroom-based research methods not only enables teachers to do research in their own classrooms, it also provides a basis for assessing the findings of existing research. McKay emphasizes throughout that what a teacher chooses to examine will dictate which method is most effective. Each chapter includes activities to help readers apply the methods described in the chapter, often by analyzing research data. *Chapter I, Classroom Research, introduces the reader to major research purposes and research types as they relate to classroom research, the distinction between quantitative and qualitative research, the formulation of research questions and research designs, and ethical issues in research. *Chapter II, Researching Teachers and Learners, presents research methods that can be used to examine teachers' and learners' attitudes and behaviors: action research, survey research, interviews, verbal reports, diary studies, case studies, and ethnographies. *Chapter III, Researching Classroom Discourse, deals with methods that can be used to study the oral and written discourse of classrooms: interaction analysis, discourse analysis, text analysis, and ways to examine the social and political assumptions underlying the choice and presentation of content in second language teaching materials. *Chapter IV, Writing Research Reports, provides guidelines for both thesis writing and journal articles. Researching Second Language Classrooms is an ideal text for TESOL research methods courses and an essential resource for inservice teachers who wish to undertake classroom research.

Classroom Research on Chinese as a Second Language

Classroom Research on Chinese as a Second Language
  • Author : Fangyuan Yuan,Shuai Li
  • Publisher : Routledge
  • Pages : 288
  • Relase : 2019-04-24
  • ISBN : 9781351356480

Classroom Research on Chinese as a Second Language Book Review:

This collection brings together a series of empirical studies on topics surrounding classrooms of Chinese as a second language (L2) by drawing on a range of theoretical frameworks, methodological strategies, and pedagogical perspectives. Over the past two decades, research on classroom-based second language acquisition (SLA) has emerged and expanded as one of the most important sub-domains in the general field of SLA. In Chinese SLA, however, scarce attention has been devoted to this line of research. With chapters written by scholars in the field of SLA—many of whom are experienced in classroom teaching, teacher education, or program administration in Chinese as a second language—this book helps disentangle the complicated relationships among linguistic targets, pedagogical conditions, assessment tools, learner individual differences, and teacher variables that exist in the so-called "black-box" classrooms of L2 Chinese.

Second and Foreign Language Learning Through Classroom Interaction

Second and Foreign Language Learning Through Classroom Interaction
  • Author : Joan Kelly Hall,Lorrie Stoops Verplaetse
  • Publisher : Routledge
  • Pages : 328
  • Relase : 2000-06-01
  • ISBN : 9781135660758

Second and Foreign Language Learning Through Classroom Interaction Book Review:

This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the empirical description of particular practices constructed in classroom interaction that promote the learning of a second or foreign language. The authors examine in detail the processes by which the learning of additional languages is accomplished in the interaction of a variety of classrooms and in a variety of languages. Not only will the findings from the studies reported in this volume help to lay a foundation for the development of a more expansive, sociocultural model of second and foreign language learning, but on a more practical level they will help language educators in creating a set of principles for identifying and sustaining classroom interactional practices that foster additional language development. The volume is distinguished in three ways: * Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded. * The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods. * The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research. Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.

Toward a Reconceptualization of Second Language Classroom Assessment

Toward a Reconceptualization of Second Language Classroom Assessment
  • Author : Matthew E. Poehner,Ofra Inbar-Lourie
  • Publisher : Springer Nature
  • Pages : 259
  • Relase : 2020-02-03
  • ISBN : 9783030350819

Toward a Reconceptualization of Second Language Classroom Assessment Book Review:

This book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning. Taken together, these partnerships shape the language assessment literacy, the knowledge and skills required for theorizing and conducting assessment activities, of both practitioners and researchers. While united by their orientation to praxis, the chapters offer considerable diversity with regard to languages taught, learner populations included (varying in age and proficiency level), specific innovations covered, research methods employed, and countries in which the work was conducted. As a whole, the book presents a way of engaging in research with practitioners that is likely to stimulate interest among not only language assessment scholars but also those studying second language education and language teacher education as well as language teaching professionals themselves.

Integrating the Digital Humanities into the Second Language Classroom

Integrating the Digital Humanities into the Second Language Classroom
  • Author : Melinda A. Cro
  • Publisher : Georgetown University Press
  • Pages : 90
  • Relase : 2020-03-02
  • ISBN : 9781626167766

Integrating the Digital Humanities into the Second Language Classroom Book Review:

Second language classrooms provide unique opportunities for intellectual growth, cognitive skill development, and cultural exchange. In Integrating the Digital Humanities into the Second Language Classroom, Melinda A. Cro makes the case for bringing the digital humanities (DH) into that sphere, strengthening students’ language skills while furthering their critical thinking and research abilities. Written as a practical guide for language instructors new to DH, Cro addresses practitioners’ most common questions: What are the benefits of DH for language learning in particular? How can DH be used at different levels of instruction? What types of DH tools are out there, and what kinds of knowledge must students and teachers bring to the table? Integrating the Digital Humanities into the Second Language Classroom is filled with real-world examples and concrete recommendations, making it an ideal introduction for language teachers intrigued by the potential of DH.

New Perspectives on Grammar Teaching in Second Language Classrooms

New Perspectives on Grammar Teaching in Second Language Classrooms
  • Author : Eli Hinkel,Sandra Fotos
  • Publisher : Routledge
  • Pages : 282
  • Relase : 2001-07-01
  • ISBN : 9781135644086

New Perspectives on Grammar Teaching in Second Language Classrooms Book Review:

New Perspectives on Grammar Teaching in Second Language Classrooms brings together various approaches to the contextualized teaching of grammar and communicative skills as integrated components of second language instruction. Its purpose is to show from both theoretical and practical perspectives that grammar teaching can be made productive and useful in ESL and EFL classrooms. In this text: *First-rate scholars approach the teaching of grammar from multiple complementary perspectives, providing an original, comprehensive treatment of the topic. *Discourse analysis and research data are used to address such pedagogical areas as grammatical and lexical development in speaking, listening, reading, and writing. *The communicative perspective on ESL and EFL instruction that is presented provides ways for learners to enhance their production skills, whereas the meaning-based grammar instruction can supplement and strengthen current methodology with a communicative focus. This volume is intended as a foundational text for second language grammar pedagogy courses at the advanced undergraduate and master's levels.

Blending Technologies in Second Language Classrooms

Blending Technologies in Second Language Classrooms
  • Author : P. Gruba,D. Hinkelman
  • Publisher : Palgrave Macmillan
  • Pages : 181
  • Relase : 2015-01-01
  • ISBN : 1349312975

Blending Technologies in Second Language Classrooms Book Review:

This book introduces an approach for making principled decisions about the use of technologies specifically in Applied Linguistics. The research is grounded in the growing area of 'blended learning' that seeks to combine face-to-face instruction with online-based interactions to record students using a foreign language productively.

Teaching Young Second Language Learners

Teaching Young Second Language Learners
  • Author : Rhonda Oliver,Bich Nguyen
  • Publisher : Routledge
  • Pages : 148
  • Relase : 2018-06-12
  • ISBN : 9781351369381

Teaching Young Second Language Learners Book Review:

Adopting a learner-centred approach that places an emphasis on hands-on child SL methodology, this book illustrates the practices used to teach young second language learners in different classroom contexts: (1) English-as-an-Additional-Language-or-Dialect (EAL/D) – both intensive EAL/D and EAL/D in the mainstream (2) Language-Other-Than-English (LOTE) (3) Content-and-Language-Integrated-Learning (CLIL), (4) Indigenous (5) Foreign-Language (FL). It will be particularly useful to undergraduate teachers to build upon the literacy unit they undertake in the first years of their course to explore factors that constitute an effective child SL classroom and, in practical terms, how to develop such a classroom. The pedagogical strategies for teaching young language learners in the six chapters are firmly guided by research-based findings, enabling not only pre-service teachers but also experienced teachers to make informed choices of how to effectively facilitate the development of the target language, empowering them to assume an active and effective role of classroom practitioners.

Understanding Communication in Second Language Classrooms

Understanding Communication in Second Language Classrooms
  • Author : Karen E. Johnson
  • Publisher : Cambridge University Press
  • Pages : 187
  • Relase : 1995-02-24
  • ISBN : 9780521453554

Understanding Communication in Second Language Classrooms Book Review:

Johnson shows how classroom communication shapes second language acquisition.

Extensive Reading in the Second Language Classroom

Extensive Reading in the Second Language Classroom
  • Author : Richard R. Day,Julian Bamford
  • Publisher : Cambridge University Press
  • Pages : 238
  • Relase : 1998-01-13
  • ISBN : 9780521568296

Extensive Reading in the Second Language Classroom Book Review:

This comprehensive examination of extensive reading shows how reading large quantities of books and other materials can provide students with essential practice in learning to read and help them develop a positive attitude towards reading, which is sometimes missed in second language classes. The authors first examine the cognitive and affective nature of reading and then offer a wealth of practical advice for implementing extensive reading with second language learners. Suggestions are provided for integrating extensive reading into the curriculum, establishing a library, selecting reading materials, and keeping records for purposes of evaluation. The text also describes a wide variety of classroom activities to supplement individualized silent reading. The information will be useful both for pre-service teachers and for teachers and administrators who want to improve the teaching of reading in their second language programs.

First Language Use in Second and Foreign Language Learning

First Language Use in Second and Foreign Language Learning
  • Author : Assoc. Prof. Miles Turnbull,Assoc. Prof. Jennifer Dailey-O'Cain
  • Publisher : Multilingual Matters
  • Pages : 224
  • Relase : 2009-08-24
  • ISBN : 9781847697684

First Language Use in Second and Foreign Language Learning Book Review:

This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.

The Routledge Handbook of Second Language Research in Classroom Learning

The Routledge Handbook of Second Language Research in Classroom Learning
  • Author : Ronald P. Leow
  • Publisher : Routledge
  • Pages : 496
  • Relase : 2019-02-11
  • ISBN : 9781351676045

The Routledge Handbook of Second Language Research in Classroom Learning Book Review:

The Routledge Handbook of Second Language Research in Classroom Learning is a comprehensive psycholinguistic approach to the issue of instructed language learning that is uniquely theoretical, methodological, empirical, pedagogical, and curricular. Bringing together empirical studies with theoretical underpinnings, this handbook focuses on conceptual replications/extensions of, and new research on, classroom learning or Instructed SLA (ISLA). In chapters from leading experts, the Handbook reports on the tenets of several models that have postulated the roles of cognitive processes in the L2 learning process and also covers two major methodological data-elicitation procedures to be employed in addressing learner cognitive processes (think-aloud protocols and eye-tracking). With a dedicated interest in the role of this research in pedagogical ramifications, this handbook strives for deeper understanding of how L2 learners process L2 data in instructional settings.

Teachers' Roles in Second Language Learning

Teachers' Roles in Second Language Learning
  • Author : Bogum Yoon,Hoe Kyeung Kim
  • Publisher : IAP
  • Pages : 305
  • Relase : 2012-09-01
  • ISBN : 9781617358494

Teachers' Roles in Second Language Learning Book Review:

This book is designed to provide practical applications of sociocultural theory with regard to teachers’ roles in second language education. By providing specific examples of teachers’ roles in the classroom, the book aims to help researchers, teacher educators, and classroom teachers make clear connections between practice and theory in second language learning. All the studies in this edited book are conducted in the PreK-16 classroom setting. Each chapter presents rigorous research analysis within the framework of sociocultural theory and provides rich descriptions of teachers’ roles. The book is intended to be used in teacher education courses. The primary audience of the book is in-service teachers who work with second language learners (SLLs) in their classrooms including ESL/Bilingual classrooms or regular classrooms. Since many SLLs receive instructions both in the ESL/Bilingual classrooms and in the regular classrooms, it is important to discuss teachers’ roles in both settings. The secondary audience of the book is teacher educators and researchers who work with pre-service and in-service teachers in teacher education. This book will be an excellent resource for book study groups and practitioners working with professional learning communities.

Second Language Acquisition Processes in the Classroom

Second Language Acquisition Processes in the Classroom
  • Author : Amy Snyder Ohta
  • Publisher : Routledge
  • Pages : 320
  • Relase : 2001-01-01
  • ISBN : 9781135649838

Second Language Acquisition Processes in the Classroom Book Review:

This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional style through classroom interactive experience. The book shows how learners are most often sources who offer assistance and correction, with errors serving most often to stimulate further thinking about what form is correct. Analysis shows learners to be active in seeking corrective information in the classroom setting, not only from peer partners but also from the teacher. They are active in noticing how the teacher's utterances--even when addressed to others--contrast with their own, and utilize corrective feedback intended for other students. In addition, the results show that teacher-initiated corrective feedback addressed to individual learners is only one source of corrective feedback. Learners are shown to be active in both teacher-fronted and peer interactive settings. In newer L2 teaching methodologies which focus on the use of peer interactive tasks, the teacher's role has been de-emphasized. This book, however, shows how important the teacher's role is. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. First, the chapter looks at how learners use English--their L1--in the classroom, concluding that how teachers present activities to the class has an impact on the amount of L1 used by students during peer interaction. Following up on this finding, the chapter works to address questions that teachers face in lesson planning and teaching. It presents a useful list of questions teachers can ask when designing peer interactive tasks in order to maximize the effectiveness of a wide variety of language learning tasks.

Second Language Students in English-Medium Classrooms

Second Language Students in English-Medium Classrooms
  • Author : Coreen Sears
  • Publisher : Multilingual Matters
  • Pages : 320
  • Relase : 2015-03-01
  • ISBN : 9781783093281

Second Language Students in English-Medium Classrooms Book Review:

This book is an essential resource for all teachers, administrators and parents of children in international schools with students from linguistically and culturally diverse backgrounds. It is a practical guide which includes references to the latest uses of embedded technology and numerous exemplary strategies and resources that are increasingly becoming customary usage in international schools.