Hae In Park – författare

This is the indispensable handbook to your TESOL master’s degree and the career that lies beyond it. Designed to be used across a typical MA programme and into your professional life in teaching, it is the essential framework for designing and implementing content-based, contextualised English language instruction. At every point in your development, it provides you with:- Challenge: develop your skills with analysis activities, micro-teaching ideas, discussion questions and reflection prompts.- Support: authentic teaching vignettes, case studies and sidebar commentaries from TESOL students and professionals, and work examples from EAL learners.- Direction: teaching ideas that stimulate creativity, problem solving and motivated engagement.- Foundation: every chapter is underpinned by an extensive review of current TESOL and applied linguistics research- Perspective: specific instruction and assessment examples from real-world contexts, from K-6 programmes to adult tutoringEach chapter’s key features are cross-referenced throughout, letting you find your way through the sections that are most useful to you both during and after your studies. A fully resourced online companion also houses lesson plans, teaching portfolios, sample reports, teaching videos, curriculum maps and extra teaching notes to make sure that you will always have exactly the right materials for every learning and teaching situation. With a thorough grounding in instructional design and assessment, there is no more comprehensive guide to developing English language proficiency for multilingual world in which intercultural communication is an essential skill.

When humans learn languages, are they also learning how to create shared meaning? In The Usage-based Study of Language Learning and Multilingualism, a cadre of international experts say yes and offer cutting-edge research in usage-based linguistics to explore how language acquisition, in particular multilingual language acquisition, works. Each chapter presents an original study that supports the view that language learning is initiated through local and meaningful communication with others. Over an accumulated history of such usage, people gradually create more abstract, interactive schematic representations, or a mental grammar. This process of acquiring language is the same for infants and adults and across varied contexts, such as the family, the classroom, the laboratory, a hospital, or a public encounter. Employing diverse methodologies to study this process, the contributors here work with target languages, including Cantonese, English, French, French Sign Language, German, Hebrew, Malay, Mandarin, Spanish, and Swedish, and offer a much-needed exploration of this growing area of linguistic research.