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Teaching Languages to Young Learners [Hardback]

4.10/5 (67 ratings by Goodreads)
  • Formāts: Hardback, 276 pages, height x width x depth: 236x158x23 mm, weight: 564 g
  • Sērija : Cambridge Language Teaching Library
  • Izdošanas datums: 15-Mar-2001
  • Izdevniecība: Cambridge University Press
  • ISBN-10: 0521773253
  • ISBN-13: 9780521773256
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  • Hardback
  • Cena: 57,12 €
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Teaching Languages to Young LearnersPalielināt
  • Formāts: Hardback, 276 pages, height x width x depth: 236x158x23 mm, weight: 564 g
  • Sērija : Cambridge Language Teaching Library
  • Izdošanas datums: 15-Mar-2001
  • Izdevniecība: Cambridge University Press
  • ISBN-10: 0521773253
  • ISBN-13: 9780521773256
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780521773256.html
Keywords:
Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. This book is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. The book gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English.

This book will develop readers' understanding of children are being taught a foreign language.

Recenzijas

'The book ofers an excellent, in-depth insight into how children learn and how teachers can promote their learning potential. The thought-provoking questions and analysis of classroom data urge teachers to re-evaluate and re-confirm their choice of tasks and the demands they make on children. Verdict: ***** British Council Network News 'Excellent. Fills a gaping hole in the available literature and provides teachers serious about their professional development with a sound theoretical basis for their teaching, as well as lots of practical ideas.' TEFL Farm

Papildus informācija

Teaching Languages to Young Learners will develop readers' understanding of what happens in classrooms where children are being taught a foreign language.
Preface xi
Acknowledgements xvi
Children learning a foreign language
1(20)
Taking a learning-centered perspective
1(1)
Piaget
2(3)
Vygotsky
5(3)
Bruner
8(3)
From learning to language learning
11(5)
Advantages to starting young with foreign languages
16(1)
The foreign language: describing the indivisible
17(2)
Summary of key learning principles
19(2)
Learning language through tasks and activities
21(15)
The task as an environment for learning
21(1)
Task demands
22(3)
Task support
25(1)
Balancing demands and support
26(2)
The importance of language learning goals
28(1)
Defining `task' for young learner classrooms
29(2)
Stages in a classroom task
31(1)
Hani's Weekend: Possible preparation and follow-up activities
32(3)
Task-as-plan and task-in-action
35(1)
Learning the spoken language
36(36)
Learning the spoken language: guiding principles
36(1)
Discourse and discourse events
37(1)
Meaning first
38(4)
Analysis of a task-in-action
42(9)
Discourse skills development in childhood
51(7)
Effective support for children's foreign language discourse skills
58(2)
Short activities for learning the spoken language
60(6)
Supporting the spoken language with written language
66(2)
Using dialogues
68(2)
Summary
70(2)
Learning words
72(24)
Introduction
72(1)
Vocabulary development in children's language learning
73(8)
Organisation of words in a language
81(2)
Learning and teaching vocabulary
83(9)
Children's vocabulary learning strategies
92(2)
Summary
94(2)
Learning grammar
96(27)
A place for grammar?
96(2)
Different meanings of `grammar'
98(3)
Development of the internal grammar
101(4)
A learning-centered approach to teaching grammar: background
105(5)
Principles for learning-centred grammar teaching
110(1)
Teaching techniques for supporting grammar learning
111(10)
Summary
121(2)
Learning literacy skills
123(36)
Introduction
123(1)
Literacy skills in English
124(10)
Factors affecting learning to read in English as a foreign language
134(5)
Starting to read and write in English as a foreign language
139(11)
Continuing to learn to read
150(4)
Developing reading and writing as discourse skills
154(3)
Summary and conclusion
157(2)
Learning through stories
159(21)
Stories and themes as holistic approaches to language teaching and learning
159(1)
The discourse organisation of stories
160(3)
Language use in stories
163(3)
Quality in stories
166(1)
Choosing stories to promote language learning
167(2)
Ways of using a story
169(6)
Developing tasks around a story
175(4)
Summary
179(1)
Theme-based teaching and learning
180(19)
Issues around theme-based teaching
180(1)
Theme-based teaching of a foreign language
181(3)
Planning theme-based teaching
184(7)
Learning language through theme-based teaching
191(4)
Increasing target language use in theme-based teaching
195(2)
Summary
197(2)
Language choice and language learning
199(15)
Introduction
199(1)
Patterns of first language use in foreign language classrooms
200(5)
Dynamics of language choice and use
205(4)
Taking responsibility, making choices
209(4)
Summary
213(1)
Assessment and language learning
214(27)
Issues in assessing children's language learning
214(4)
Principles for assessing children's language learning
218(4)
Key concepts in assessment
222(6)
Teacher assessment of language learning
228(5)
Self-assessment and learner autonomy
233(5)
Use of assessment information
238(2)
Messages from assessment
240(1)
Issues around teaching children a foreign language
241(6)
Review of ideas
241(1)
The need for research
242(1)
The need to develop pedagogy
243(3)
Teaching foreign languages to children
246(1)
References 247(9)
Index 256