What English Language Teachers Need to Know Volume III

What English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula-linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning. Features Situated in current research in the field of English language teaching and other disciplines that inform it Sample data, including classroom vignettes Three kinds of activities/tasks: Reflect, Explore, and Expand

Autorentext

MaryAnn Christison is Professor, University of Utah, Department of Linguistics and the Urban Institute for Teacher Education, USA.

Denise E. Murray is Professor Emerita, Macquarie University, Australia and Professor Emerita, San José State University, USA.

Inhalt

Brief Contents Preface Acknowledgements

Part I: Contexts for ELT Curricula 1 The Nature of Curriculum Design 2 Social, Political, and Historical Contexts 3 The World of ELT 4 Technological Context Part II: Key Processes in Curriculum Design 5 The Cycle of Curriculum Design 6 Using Curriculum to Connect Lessons, Courses, and Programs 7 Quality Assurance and Curriculum Part III: Linguistic-based Curricula 8 The Structural Approach 9 The Notional-Functional Approach 10 The Academic Language Functions Approach 11 A Genre and Text-based Approach 12 A Vocabulary Approach 13 A Skills-based Approach Part IV: Content-based Curricula 14 The Integration of Content and Language 15 Topical and Situational Approaches Part V: Learner Centered Curricula 16 A Negotiated Curriculum 17 A Humanistic Curriculum 18 A Task-based Curriculum Part VI: Learning Centered Curricula 19 Outcome-based Education 20 Competency-based Curriculum 21 Standards-based Curriculum