Bryfonski, Lara,  1989- <br/><br/>
The art and science of language teaching / 
Lara Bryfonski, Alison Mackey. 
 - 357p. 
<br/><br/>Includes bibliographical references and index. 
<br/><br/>Frontmatter <br/>Part I - Teacher and Student Talk<br/><br/>pp 1-74<br/>1 - How do I get my learners to start and stay talking in the second language?<br/><br/>pp 3-21<br/>2 - How do I maximize input in the second language?<br/><br/>pp 22-33<br/>3 - Why, when, and how (much) should I correct my learners?<br/><br/>pp 34-47<br/>4 - How do I promote peer interaction in the classroom?<br/><br/>pp 48-62<br/>5 - What kinds of learning strategies can I teach my learners?<br/><br/>pp 63-74<br/>Part II - Differentiation<br/><br/>pp 75-150<br/>6 - How does language learner identity influence the language learning experience?<br/><br/>pp 77-92<br/>7 - How do I best support neurodiverse language learners?<br/><br/>pp 93-106<br/>8 - How do learners’ motivation and anxiety levels impact their language learning experience?<br/><br/>pp 107-122<br/>9 - How can aptitude be leveraged for language learning?<br/><br/>pp 123-135<br/>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?<br/><br/>pp 136-150<br/>Part III - Teaching the Skills<br/><br/>pp 151-230<br/>11 - How or when should I teach grammar?<br/><br/>pp 153-166<br/>12 - Is there a “best” way to teach pronunciation?<br/><br/>pp 167-181<br/>13 - How can I incorporate literacy skills in the target language?<br/><br/>pp 182-198<br/>14 - When or how should I teach vocabulary?<br/><br/>pp 199-216<br/>15 - What are some strategies for teaching learners about politeness, register, or other pragmatic skills in the second language?<br/><br/>pp 217-230<br/>Part IV - Lesson and Unit Planning<br/><br/>pp 231-330<br/>16 - What are some of the most popular language teaching methods?<br/><br/>pp 233-248<br/>17 - Content, form, and activities: How do I select activities, tasks, and projects?<br/><br/>pp 249-265<br/>18 - Menus and maps: How can I make my classroom more authentic in terms of materials and practices?<br/><br/>pp 266-282<br/>19 - How could/should I best use technology in the language classroom?<br/><br/>pp 283-296<br/>20 - How do I assess language learning?<br/><br/>pp 297-317<br/>21 - How can I make the most of professional development opportunities for language teachers?<br/><br/>pp 318-330<br/>Glossary<br/><br/>pp 331-336<br/>References and Resources<br/><br/>pp 337-354<br/>Index<br/><br/>pp 355-358 
<br/><br/> "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"-- 
<br/><br/><label>ISBN: </label>9781108932011 
<br/><br/><label>LCCN: </label>2023025084 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Language and languages--Study and teaching.
<br/><br/><label>Dewey Class. No.: </label>407.1 BRY M