Teaching English – serie

Teaching English to Learners in Early School Years kombinerar en teoretisk ram med praktisk vägledning för engelskundervisning i årskurs 1-6.

Med utgångspunkt i aktuell forskning beskrivs en kommunikativ undervisning som utvecklar elevernas ordförråd, grammatik och uttal utifrån principer om språkinlärning, exempelvis hypoteser om input, output och interaktion. Boken behandlar också strukturer för lektionsplanering, projektplanering och bedömning och visar hur lärare kan arbeta med läromedel i engelska i kombination med andra studiematerial, exempelvis bilderböcker. Genomgående innehåller boken instruktioner till en mängd aktiviteter med rekommenderad årskurs och förslag på hur aktiviteten kan anpassas för olika behov.

Teaching English to Learners in Early School Years riktar sig till lärarstudenter och yrkesverksamma lärare som undervisar i engelska för årskurs 1–6.

Om författarnaMara Haslam är universitetslektor i engelska och moderna språk med didaktisk inriktning vid Stockholms universitet och har varit lärare och lärarutbildare för både blivande lärare och verksamma lärare i mer än 20 år.Ylva Sandberg är fil.lic. i språkdidaktik och lärarutbildare vid Stockholms universitet och har 30 års erfarenhet av undervisning i kurser för lärarstudenter och verksamma lärare i engelskämnets didaktik och av engelska i olika årskurser i skolan.

Coaching in ELT is often addressed as in how to coach teachers. Throughout this book, Gabriella Kovacs looks at how coaching skills and tools can be applied in the classroom directly with learners, both individually and in group work. In addition, at the end of each chapter, there is a chance to reflect on your language coaching and use experiential learning to build the best practice appropriate to you and your teaching context.By using A Comprehensive Language Coaching Handbook you will:- improve your understanding of language coaching and its relation to language training and teaching practices;- be able to identify specific target clientele and situations when language coaching can support best;- be able to recognise when and how to apply language coaching practices;- develop an understanding of language coaching and related fields as an evidence-based framework;- have an understanding of how language coaching can be adapted in language teaching frameworks;- be able to reflect on your teaching and experiential learning at the end of each chapter.This book also:- provides clear examples of language coaching tools and coaching interventions (explaining how they can boost language learner confidence, success and autonomy)- offers case studies in which the full language coaching process can be seen;- provides a base for creating personalised action plans;- gives specific coaching and language coaching models to adapt for the classroom;- shares insights from international language coaching practitioners;- look at mindsets in language professionals teaching and their learners' approach to learning and provide ways to reframe.

Teaching and Learning English in the Early Years offers teachers an extensive repertoire of creative ideas and techniques to work with in the classroom. The A–Z format provides a memorable and easily-referenced manual for teachers, with a large variety of low-preparation, practical teaching ideas. Each one links clearly to a language point with easy-to-follow teaching notes. Each also links to a section providing further reflection and teacher development.The 26 chapters go from A to Z, each reflecting key areas in early years language teaching. They offer a combination of theoretical insight, methodological guidelines, and practical ideas for the classroom. There are chapters on classroom activities, plus key educational and developmental areas and areas of current topical interest. The range and combination of the chapters aims to broaden teachers’ understanding of what is involved in effective early years language teaching. It aims to raise their awareness of how to maximise children’s language learning in the context of their overall development.Each chapter starts with a quotation that is pertinent to the topic or theme. A concise and accessible introductory discussion then follows. This highlights relevant background theory and key methodological considerations, and sets the scene for the suggested practical applications which follow. Guidance is also in place to help teachers develop an understanding of how to differentiate their approach with younger and older pre-school children.At the end of each chapter, a professional development section includes questions for reflection as well as ideas to try out and share with other colleagues. The Glossary at the end defines any unfamiliar teaching terms. It provides a useful reference for child development and language teaching terminology that is used regularly throughout the book. This supports the professional development of early years language teachers in understanding and using the vocabulary of their profession.

Emerging language (EL) is any unplanned language item that arises naturally during lessons that the teacher then chooses to focus on for clarification or modification, and this pedagogy is gaining traction year on year. It originally stemmed from Dogme, a popular movement that basically suggested not using coursebooks or set texts in class at all and working with what the students and the teacher themselves provide. Emergent language takes on board lessons learnt from using Dogme and current teaching practices. However, working with EL is considered a very difficult skill to master, especially for newer teachers or trainee teachers. Therefore, it is not often included on training courses or discussed at length in training manuals for teachers. Working with Emergent Language seeks to close this gap by making teachers more aware of what EL is and how they can learn to work with it more effectively and confidently.This book starts by drawing on the literature and the authors’ own experiences to make the case that working with EL is essential for language acquisition to occur and therefore a skill that language teachers should possess. The case is backed up by research and data from observations to explore how experienced teachers work with EL at different stages of a lesson and why they do so. To show how teachers work with EL, you will be introduced to a new framework of teacher intervention types. This draws on previous frameworks plus the authors’ own terms created following their extensive research. Transcripts and classroom commentaries from genuine lessons show how these interventions are used by teachers and why.Part two of Working with Emergent Language provides awareness-raising, practice, and reflective tasks to help new and experienced teachers develop their skills with EL. Teacher trainers and educators can also use these tasks during courses, workshops, and observations programmes in schools. Through these tasks, new teachers will be able to work with EL earlier in their careers. Teacher educators can also more confidently introduce EL on their courses. Through the tasks and discussion in this section, you will learn why reflective practice is central to teacher education and development, and through the use of tasks explained in the book, teachers can also take control of their development much earlier in their careers.The final part of the book addresses typical questions and issues about working with emergent language that teachers often ask. They dispel common conceptions suggesting that working with EL is difficult or inappropriate in some contexts and situations.

Teaching teenagers offers a range of challenges, but also comes with exciting and rewarding opportunities for both teachers and students. Taking Your Language Teaching of Teenagers to the Next Level explores what it is like to be a teacher of teenagers, delving into the teenage brain to help you get the most out of teenage learners and improve learning outcomes.It provides creative and advanced teaching techniques, alongside meaningful discussion, accompanying images and practical applications, to help teachers take their teaching practice to the next level. It offers detailed and honest analysis that explores the challenges and opportunities teaching teenagers offers. Questions and challenges are posed throughout to encourage teachers to reflect on their teaching practice and review the evidence.After having worked through the book and the suggested tasks in it, teachers will be better able to:gauge and manage their own reactions to groups of teenage learners;focus on the language their learners are producing and help them develop it;negotiate desirable codes of behaviour with their students;teach effectively in the face of resistance;allow their teenage students the right sort of freedoms and autonomy;implement a wide range of ‘next-level’ techniques and activities;help prepare their learners for exams;teach their learners how to write successfully across a number of genres.

Spoken grammar is often neglected in the classroom. Much of the grammar covered in published ELT materials and taught globally perpetuates the standard ELT syllabus, which is largely based on 'tidy' and very often more written-like grammar. In Spoken Grammar, Jon Hird explores how teachers can supplement or modify the more traditional ELT approaches by adding elements of spoken grammar to their teaching.'Spoken grammar' refers to features that commonly occur in more conversational speaking as well as in informal spoken-like contexts, such as social media. The aspects of spoken grammar featured in this book are clearly identifiable, straightforward and teachable. They are features that can be easily explained and practised. The book begins by exploring the nature of written versus spoken English. It then moves on to look at why and how to introduce and practise spoken grammar in the classroom. Alongside clear and practical explanations, it provides authentic examples of each point to help provide context. It also provides plenty of examples of exercises that can practice the language.

Creativity is an exciting concept in learning and teaching today, not least in the field of ELT, with numerous books, publications, conferences and websites dedicated to exploring ideas around the theme.The Creative Teacher's Compendium offers teachers an extensive repertoire of creative ideas and techniques to work with in the classroom, each one clearly linked to a language point with easy-to-follow teaching notes, and also to a section which provides further reflection and teacher development. The A-Z format provides a memorable and easily-referenced manual for teachers, with a large variety of low-preparation, practical teaching ideas. Through its clear links to specific language points and also to teacher reflection, The Creative Teacher's Compendium is significantly different in both its approach and content from other resource books on creative language teaching.Antonia and Alan do a lot of teacher training in various countries around the world, and regularly speak at conferences. The teachers we meet are forever asking us where they can get hold of all these lovely ideas, so they decided to put them in a book. The book provides an alphabetical list of chapters with topics related to creative language teaching, covering themes such as Art, Beginnings, Conversations, Dictation, Emotions, Film etc. Each chapter begins with a relevant quote related to the topic, followed by a short discussion of why this area is important for creative language teaching. This introduction provides a clear rationale and directs teachers to relevant research in the area. Then follow a series of creative activities which can be used as they are or easily adapted to suit teachers' and learners' needs. The creative activities are always clearly linked to suggested language points, and sample materials show how these can be explicitly exploited. The chapters end with ideas for reflective teacher development and tasks which can be used for workshops.

Teaching young learners can be a huge amount of fun. As teachers we can introduce all sorts of games, projects and variations on traditional exercises. All this needs careful structuring if the resulting activity is to be manageable and, more importantly, if it is going to help students learn and practise words and sentences in English. In Structuring Fun for Young Learners you'll learn about the principles behind that structure with a roller coaster ride of colourful ideas, examples and anecdotes as their vehicle. There are over three hundred diagrams and photographs to help explain exactly how the described activities work and give you the flavor of ELT classes at primary level. When fun in the classroom is properly structured, everyone is a winner. Your students will remember those activities for years and you will still be able to cover your course content without compromising on classroom management. In order for all this to happen, important questions such as: 'How do children behave in classrooms?' 'Why do they want to do some tasks and refuse to do others?' 'What is learning anyway and how can we tie our target words and sentences to the activities we do?' have to be asked. These fundamentals are covered in the first five chapters of the book. The second part of the book explores movement, text, space, novelty objects, teacher-student dialogue, personalisation, clips, images, support for learners, use of coursebooks and your own professional development as a young learner teacher. So, whether you are a new teacher, a seasoned veteran or teacher trainer with young learners classes this is the book for you.