Download The Developing Language Learner: An Introduction to by Dick Allwright PDF

By Dick Allwright

This book-length therapy of Exploratory perform introduces 5 propositions approximately newbies as practitioners of studying who're able to constructing their services via accomplishing examine in and all alone lecture room studying lives.

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By Dick Allwright

This book-length therapy of Exploratory perform introduces 5 propositions approximately newbies as practitioners of studying who're able to constructing their services via accomplishing examine in and all alone lecture room studying lives.

Show description

Read or Download The Developing Language Learner: An Introduction to Exploratory Practice PDF

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Additional info for The Developing Language Learner: An Introduction to Exploratory Practice

Sample text

Teaching techniques are usually included, as is knowledge of the language. All too often, given their inevitable crudity, ‘tick-box’ criteria are used to ensure ‘quality control’ (with the emphasis here on ‘control’). The EiBAS Handbook (2003) is a good example. ) detailed in its specifications of the criteria to be assessed for accreditation. 48 Checking learning Source: English in Britain Accreditation Scheme Handbook (2003: 16–17) Later editions of the Handbook (2005, 2006) do not use this perfunctory tick-box format, but retain the underlying approach.

Second, there is a communication problem among language teaching professionals. Many teachers perceive academics as producing largely irrelevant research, in a largely parasitic way, which is subsequently reported in impenetrable language. This problem may be eased for language teachers on MA courses. They can at least consult the written resources themselves in academic libraries, and they can address communication problems in discussion with tutors and fellow students. This may backfire, however, because getting to know at first hand literature you suspect to be irrelevant and impenetrable may leave you even more disaffected than before.

Teaching techniques are usually included, as is knowledge of the language. All too often, given their inevitable crudity, ‘tick-box’ criteria are used to ensure ‘quality control’ (with the emphasis here on ‘control’). The EiBAS Handbook (2003) is a good example. ) detailed in its specifications of the criteria to be assessed for accreditation. 48 Checking learning Source: English in Britain Accreditation Scheme Handbook (2003: 16–17) Later editions of the Handbook (2005, 2006) do not use this perfunctory tick-box format, but retain the underlying approach.

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