000			03560cam a22003378i 4500
999			_c19774 _d19774
001			23193294
003			OSt
005			20250422155450.0
008			230620s2023 nyu b 001 0 eng
010			_a 2023025084
020			_a9781108932011 _q(paperback)
040			_aDLC _beng _erda _cDLC _dDLC
042			_apcc
082	0	0	_a407.1 BRY M _223/eng/20230725
100	1		_aBryfonski, Lara, _d1989- _eauthor.
245	1	4	_aThe art and science of language teaching / _cLara Bryfonski, Alison Mackey.
263			_a2310
264		1	_aCambridge, United Kingdom ; New York, NY : _bCambridge University Press, _c2023.
300			_a357p.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505			_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
520			_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.
650		0	_aLanguage and languages _xStudy and teaching.
700	1		_aMackey, Alison, _eauthor.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cRFT