List of figures |
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x | |
Acknowledgements |
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xi | |
Preface |
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xiii | |
Introduction |
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1 | (727) |
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1 Establishing a framework for the book |
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14 | (22) |
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1.1 Selecting the research approach |
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14 | (5) |
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1.2 Conducting a grounded theory study |
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19 | (11) |
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1.3 Identifying a framework |
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30 | (3) |
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33 | (3) |
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2 Training to be a language teacher |
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36 | (19) |
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2.1 The appeal of language teaching |
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36 | (3) |
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2.2 The training experience |
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39 | (9) |
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48 | (2) |
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2.4 Early days in the workforce |
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50 | (3) |
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53 | (2) |
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3 Becoming a committed language teacher |
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55 | (24) |
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55 | (6) |
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3.2 Professional development |
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61 | (6) |
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3.3 Maturing as a language teacher |
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67 | (6) |
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73 | (4) |
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77 | (2) |
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4 Establishing the learning environment |
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79 | (24) |
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4.1 What communicative classrooms are like |
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79 | (2) |
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4.2 Creating informal classroom atmospheres |
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81 | (4) |
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4.3 The vital first few lessons |
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85 | (12) |
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97 | (3) |
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100 | (3) |
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5 The diversity of the language classroom |
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103 | (16) |
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5.1 Students: the raw material of any language class |
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104 | (1) |
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5.2 Factors influencing student behaviour and performance |
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105 | (8) |
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5.3 Tensions within the language classroom |
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113 | (3) |
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116 | (3) |
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119 | (21) |
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6.1 Coping with individuals |
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119 | (7) |
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6.2 Tuning in to class behaviour |
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126 | (5) |
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6.3 Handling students with care |
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131 | (7) |
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138 | (2) |
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140 | (28) |
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7.1 The reality behind the myth |
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140 | (6) |
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7.2 Experience-based language teaching |
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146 | (13) |
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7.3 To thine own self be true |
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159 | (4) |
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7.4 Why flexibility does not lead to chaos |
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163 | (1) |
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164 | (4) |
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8 Vitalising the language class |
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168 | (31) |
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8.1 Responsive language classes |
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168 | (6) |
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8.2 The role of humour in the language classroom |
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174 | (7) |
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8.3 Activity-based language practice |
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181 | (5) |
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8.4 Bringing the pedagogy alive |
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186 | (10) |
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196 | (3) |
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9 Maintaining the classroom community |
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199 | (529) |
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9.1 Language classes as learning communities |
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199 | (8) |
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9.2 Group dynamics in the language classroom |
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207 | (5) |
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9.3 Community maintenance techniques |
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212 | (12) |
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224 | (504) |
10 Frustrations and rewards |
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728 | |
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10.1 The English language boom |
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228 | (8) |
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10.2 Major causes of frustration for language teachers |
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236 | (4) |
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10.3 The rewards of language teaching |
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240 | (4) |
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244 | (2) |
11 What drives language teachers |
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246 | (24) |
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11.1 Standing back: a note of caution on assumptions and beliefs |
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246 | (3) |
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11.2 Assumptions and beliefs underpinning the communicative approach |
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249 | (13) |
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11.3 Values shared by experienced language teachers |
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262 | (5) |
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267 | (3) |
12 Towards a teacher-generated theory of classroom practice |
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270 | (19) |
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270 | (7) |
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12.2 A teacher-generated theory of classroom practice |
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277 | (9) |
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286 | (3) |
References |
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289 | |