Rebecca Adams – författare

Drawing on experiences of ESOL teachers from around the world, this book provides insights into how peer learning is understood and used in real language classrooms. Based on survey responses, interviews, and observations in a wide range of classroom settings, this book integrates research on peer interaction in second language learning from cognitive and social frameworks with original data on teacher beliefs and practices around the use of peer learning in their teaching. Readers will gain understanding, through teachers' own words, of how peer interaction is used to teach linguistic form, how learners collaborate to develop oral and written communication skills, and how technology is used with peer learning. This book also delineates the ways that current second language peer interaction research diverges from classroom practice and concludes with a classroom-centered research agenda that addresses the nexus of research and practice on second language peer interaction. The book provides a template for integrating research- and practice-based perspectives on second language learning. Language teachers, teacher educators, second language researchers, and advanced students of applied linguistics, SLA, TESOL, and language pedagogy will benefit from this volume’s perspective and unique work.

Drawing on experiences of ESOL teachers from around the world, this book provides insights into how peer learning is understood and used in real language classrooms. Based on survey responses, interviews, and observations in a wide range of classroom settings, this book integrates research on peer interaction in second language learning from cognitive and social frameworks with original data on teacher beliefs and practices around the use of peer learning in their teaching. Readers will gain understanding, through teachers' own words, of how peer interaction is used to teach linguistic form, how learners collaborate to develop oral and written communication skills, and how technology is used with peer learning. This book also delineates the ways that current second language peer interaction research diverges from classroom practice and concludes with a classroom-centered research agenda that addresses the nexus of research and practice on second language peer interaction. The book provides a template for integrating research- and practice-based perspectives on second language learning. Language teachers, teacher educators, second language researchers, and advanced students of applied linguistics, SLA, TESOL, and language pedagogy will benefit from this volume’s perspective and unique work.

Peer Interaction and Second Language Learning synthesizes the existing body of research on the role of peer interaction in second language learning in one comprehensive volume. In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very different kinds of learning opportunities. This book encourages researchers and instructors alike to take a new look at the potential of peer interaction to foster second language development. Acknowledging the context of peer interaction as highly dynamic and complex, the book considers the strengths and limitations of peer work from a range of theoretical perspectives. In doing so, Peer Interaction and Second Language Learning clarifies features of effective peer interaction for second language learning across a range of educational contexts, age spans, proficiency levels, and classroom tasks and settings.

Peer Interaction and Second Language Learning synthesizes the existing body of research on the role of peer interaction in second language learning in one comprehensive volume. In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very different kinds of learning opportunities. This book encourages researchers and instructors alike to take a new look at the potential of peer interaction to foster second language development. Acknowledging the context of peer interaction as highly dynamic and complex, the book considers the strengths and limitations of peer work from a range of theoretical perspectives. In doing so, Peer Interaction and Second Language Learning clarifies features of effective peer interaction for second language learning across a range of educational contexts, age spans, proficiency levels, and classroom tasks and settings.

Learning Language: First Language, Bilingual, and Second Language Acquisition is the first textbook to offer a holistic introduction to language acquisition, combining from three key fields: child first language acquisition, bi- and mulitilingual acquisition, and second language acquisition.Rich in pedagogy, this innovative book adopts a distinct interdisciplinary approach to coherently explain how languages are learned. Organised around the linguistic targets of acquisition (sounds, words, structures, communication), the book offers a clear and deep understanding of the commonalities and divergence among these three research traditions. In this volume, Adams, Warren and Wright survey both the core theory principles and research practices in each area. They support students, researchers, and instructors by providing clear explanations, illustrative examples, and a wide range of instructional materials: from an overview of key research methods and guiding theories to definitions of key terms, reflection questions to spark discussion, and class exercises. Downloadable material is also available, including practical exercises, additional readings, and suggested research topics. Instructors and readers can choose to follow the book structure or to use the three sections within each of parts II–IV independently, focusing on each type of language acquisition in turn.This unique book provides an ideal basis for introductory courses in language acquisition, ESOL, applied linguistics for language teaching, child language development, and speech pathology programs. It also serves as a flexible and accessible resource for anyone interested in applied linguistics and language acquisition.

Learning Language: First Language, Bilingual, and Second Language Acquisition is the first textbook to offer a holistic introduction to language acquisition, combining from three key fields: child first language acquisition, bi- and mulitilingual acquisition, and second language acquisition.Rich in pedagogy, this innovative book adopts a distinct interdisciplinary approach to coherently explain how languages are learned. Organised around the linguistic targets of acquisition (sounds, words, structures, communication), the book offers a clear and deep understanding of the commonalities and divergence among these three research traditions. In this volume, Adams, Warren and Wright survey both the core theory principles and research practices in each area. They support students, researchers, and instructors by providing clear explanations, illustrative examples, and a wide range of instructional materials: from an overview of key research methods and guiding theories to definitions of key terms, reflection questions to spark discussion, and class exercises. Downloadable material is also available, including practical exercises, additional readings, and suggested research topics. Instructors and readers can choose to follow the book structure or to use the three sections within each of parts II–IV independently, focusing on each type of language acquisition in turn.This unique book provides an ideal basis for introductory courses in language acquisition, ESOL, applied linguistics for language teaching, child language development, and speech pathology programs. It also serves as a flexible and accessible resource for anyone interested in applied linguistics and language acquisition.

Teaching through Peer Interaction prepares teachers to use peer communication in the classroom. It presents current research of peer interaction and language learning for teachers, including background on the role of peer interaction in classroom language learning, guidelines for adopting and adapting peer interaction opportunities in real classrooms, and perspectives on teachers’ frequently expressed concerns and questions about peer interaction. Practical and comprehensive, this text brings together information on peer communication across the different skill areas, for different learners, in different contexts, and includes discussion on assessment. The text is replete with sample activities, tasks, and instructional sequences to aid teachers' understanding of how to use peer interaction effectively in a range of classroom settings, making it the ideal textbook for upper-level undergraduate and graduate students in language education programs, as well as in-service teachers.

Teaching through Peer Interaction prepares teachers to use peer communication in the classroom. It presents current research of peer interaction and language learning for teachers, including background on the role of peer interaction in classroom language learning, guidelines for adopting and adapting peer interaction opportunities in real classrooms, and perspectives on teachers’ frequently expressed concerns and questions about peer interaction. Practical and comprehensive, this text brings together information on peer communication across the different skill areas, for different learners, in different contexts, and includes discussion on assessment. The text is replete with sample activities, tasks, and instructional sequences to aid teachers' understanding of how to use peer interaction effectively in a range of classroom settings, making it the ideal textbook for upper-level undergraduate and graduate students in language education programs, as well as in-service teachers.