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All India Institute of Speech and Hearing, Mysuru
(An Autonomous institute Under Ministry of Health and Family Welfare, Government of India.)

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The art and science of language teaching / Lara Bryfonski, Alison Mackey.

By: Contributor(s): Material type: TextPublisher: Cambridge, United Kingdom ; New York, NY : Cambridge University Press, 2023Description: 357pContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9781108932011
Subject(s): DDC classification:
  • 407.1 BRY M 23/eng/20230725
Contents:
Frontmatter Part I - Teacher and Student Talk pp 1-74 1 - How do I get my learners to start and stay talking in the second language? pp 3-21 2 - How do I maximize input in the second language? pp 22-33 3 - Why, when, and how (much) should I correct my learners? pp 34-47 4 - How do I promote peer interaction in the classroom? pp 48-62 5 - What kinds of learning strategies can I teach my learners? pp 63-74 Part II - Differentiation pp 75-150 6 - How does language learner identity influence the language learning experience? pp 77-92 7 - How do I best support neurodiverse language learners? pp 93-106 8 - How do learners’ motivation and anxiety levels impact their language learning experience? pp 107-122 9 - How can aptitude be leveraged for language learning? pp 123-135 10 - It’s much harder to learn (and teach) my language compared to other languages, and it takes much longer. How can I compensate for these difficulties with my learners? pp 136-150 Part III - Teaching the Skills pp 151-230 11 - How or when should I teach grammar? pp 153-166 12 - Is there a “best” way to teach pronunciation? pp 167-181 13 - How can I incorporate literacy skills in the target language? pp 182-198 14 - When or how should I teach vocabulary? pp 199-216 15 - What are some strategies for teaching learners about politeness, register, or other pragmatic skills in the second language? pp 217-230 Part IV - Lesson and Unit Planning pp 231-330 16 - What are some of the most popular language teaching methods? pp 233-248 17 - Content, form, and activities: How do I select activities, tasks, and projects? pp 249-265 18 - Menus and maps: How can I make my classroom more authentic in terms of materials and practices? pp 266-282 19 - How could/should I best use technology in the language classroom? pp 283-296 20 - How do I assess language learning? pp 297-317 21 - How can I make the most of professional development opportunities for language teachers? pp 318-330 Glossary pp 331-336 References and Resources pp 337-354 Index pp 355-358
Summary: "Designed for language teachers of all levels and languages who seek to inform their classroom practices with current research findings on second language acquisition, this user-friendly book can be used in education courses, professional development training, and workshops"-- Provided by publisher.
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Cover image Item type Current library Home library Collection Shelving location Call number Materials specified Vol info URL Copy number Status Notes Date due Barcode Item holds Item hold queue priority Course reserves
Reference text books All India Institute of Speech and Hearing R-16/2 407.1 BRY M (Browse shelf) Available 24022
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Includes bibliographical references and index.

Frontmatter
Part I - Teacher and Student Talk

pp 1-74
1 - How do I get my learners to start and stay talking in the second language?

pp 3-21
2 - How do I maximize input in the second language?

pp 22-33
3 - Why, when, and how (much) should I correct my learners?

pp 34-47
4 - How do I promote peer interaction in the classroom?

pp 48-62
5 - What kinds of learning strategies can I teach my learners?

pp 63-74
Part II - Differentiation

pp 75-150
6 - How does language learner identity influence the language learning experience?

pp 77-92
7 - How do I best support neurodiverse language learners?

pp 93-106
8 - How do learners’ motivation and anxiety levels impact their language learning experience?

pp 107-122
9 - How can aptitude be leveraged for language learning?

pp 123-135
10 - It’s much harder to learn (and teach) my language compared to other languages, and it takes much longer. How can I compensate for these difficulties with my learners?

pp 136-150
Part III - Teaching the Skills

pp 151-230
11 - How or when should I teach grammar?

pp 153-166
12 - Is there a “best” way to teach pronunciation?

pp 167-181
13 - How can I incorporate literacy skills in the target language?

pp 182-198
14 - When or how should I teach vocabulary?

pp 199-216
15 - What are some strategies for teaching learners about politeness, register, or other pragmatic skills in the second language?

pp 217-230
Part IV - Lesson and Unit Planning

pp 231-330
16 - What are some of the most popular language teaching methods?

pp 233-248
17 - Content, form, and activities: How do I select activities, tasks, and projects?

pp 249-265
18 - Menus and maps: How can I make my classroom more authentic in terms of materials and practices?

pp 266-282
19 - How could/should I best use technology in the language classroom?

pp 283-296
20 - How do I assess language learning?

pp 297-317
21 - How can I make the most of professional development opportunities for language teachers?

pp 318-330
Glossary

pp 331-336
References and Resources

pp 337-354
Index

pp 355-358

"Designed for language teachers of all levels and languages who seek to inform their classroom practices with current research findings on second language acquisition, this user-friendly book can be used in education courses, professional development training, and workshops"-- Provided by publisher.

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