03534cam a22003378i 4500999001700000001000900017003000400026005001700030008004100047010001700088020003100105040002800136042000800164082003300172100003700205245007900242263000900321264008300330300001000413336002600423337002800449338002700477504005100504505207300555520030602628650004802934700002902982906004503011942001303056952012703069 c19774d1977423193294OSt20250422155450.0230620s2023 nyu b 001 0 eng  a 2023025084 a9781108932011q(paperback) aDLCbengerdacDLCdDLC apcc00a407.1 BRY M223/eng/202307251 aBryfonski, Lara,d1989-eauthor.14aThe art and science of language teaching /cLara Bryfonski, Alison Mackey. a2310 1aCambridge, United Kingdom ; New York, NY :bCambridge University Press,c2023. a357p. atextbtxt2rdacontent aunmediatedbn2rdamedia avolumebnc2rdacarrier aIncludes bibliographical references and index. aFrontmatter 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 a"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"--cProvided by publisher. 0aLanguage and languagesxStudy and teaching.1 aMackey, Alison,eauthor. a7bcbccorignewd1eecipf20gy-gencatlg 2ddccRFT 00102ddc40708R-16/2aAIISHbAIISHd2025-04-22l1o407.1 BRY Mp24022r2025-10-13 00:00:00s2025-10-11w2025-04-22yRFT