Download Teacher Education for Languages for Specific Purposes by Ron Howard and Gillian Brown (Editors) PDF

By Ron Howard and Gillian Brown (Editors)

This choice of essays, through instructor running shoes and fabrics writers at the schooling of LSP lecturers, comprises dialogue of present rules at the function of topic wisdom, intercultural modifications, learner autonomy and use of desktops. There are contributions from specialists in English, French and Dutch for particular reasons, and LSP perform in Europe, South Africa and the us is roofed.

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Extra resources for Teacher Education for Languages for Specific Purposes

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Miniethnographies are exemplified in Johns (1988), who had her EAP students perform ethnographies of academic culture in an effort to get them to realise that different fields had different academic expectations. With the widespread availability of computers, ESP students can also do certain kinds of discourse analysis in the classroom. One effective way to do this is to provide students with a limited concordance and ask them to deduce the meaning of a particular vocabulary item, determine the grammatical features of particular words, or analyse other textual features (Tribble & Jones, 1990), all within a particular discipline.

Most of the areas essential in such training have been outlined in this chapter. Delivery While the MATESOL programme with an ESP-track seems the best method for providing ESP teacher education for new teachers, such programmes cannot be expected to provide in-service teacher education. One increasingly important means of providing this service (presuming one has a trained and experienced ESP professional to deliver it) is distance education, which is usually delivered via television. ) trainer'.

Trainer'. In his five-stage process (orientation, transfer, activation, application, and evaluation), Barnard suggests the participants analyse 10-15 minute clips from various lessons in small groups, perform printed tasks related to the clips, write lesson plans incorporating the new ideas, practice the new lesson in the local (genuine) learning context, and evaluate the lesson either through a fellow teacher or self-analysis of a recorded videotape. Uber Grosse and Wagner (1994: 56) found that the most engaging videotapes in their CBI distance training programme were those that showed students and teachers in action or teachers discussing their students, concerns, teaching strategies and beliefs, while the least effective videotapes were lectures or dense oral compression of information.

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