Oxford Handbooks for Language Teachers: Oxford ESOL Handbook by Philida SchellekensOxford Handbooks for Language Teachers: Oxford ESOL Handbook by Philida Schellekens

Oxford Handbooks for Language Teachers: Oxford ESOL Handbook

byPhilida SchellekensAs told byKrystyna Vargas

Paperback | July 5, 2007

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A practical toolkit which helps teachers promote effective language learning among migrants and refugees who have come to settle in countries where English is the national language. The focus is on practical techniques and activities, underpinned by the latest thinking in linguistics, toenable teachers to develop their teaching skills.brbrbName of series:/b Oxford Handbooks for Language Teachers
Philida Schellekens and Krystyna Vargas are well-respected OUP authors.
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Title:Oxford Handbooks for Language Teachers: Oxford ESOL HandbookFormat:PaperbackDimensions:232 pages, 9.69 × 6.57 × 0.59 inPublished:July 5, 2007Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:019442281X

ISBN - 13:9780194422819

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Table of Contents

AcknowledgementsIntroductionand#160;1 Key concepts of language learning and teachingA definition of ESOLTerminology to refer to the learnersOverview of ESOL delivery in the UKFurther readingand#160;2 The learnersThe learners' backgroundsEnglish language and other skillsPsychological aspectsTolerance and discriminationThe culture of learningFurther readingand#160;3 The context of ESOL teachingThe main characteristics of the ESOL classESOL and literacy teachingThe four language skillsFurther readingand#160;4 Language analysis and language teachingGrammarWord order in EnglishVocabularyLanguage in contextFurther readingand#160;5 The four skills of listening, speaking, reading, and writingListeningSpeakingReadingWritingWord, sentence, and text levelSummaryFurther readingand#160;6 Managing learningLanguage assessmentIndividual learning plans and target settingPlanning and delivering lessonsMeeting individual learning needsUsing, creating, and adapting materialsGiving formative feedbackWorking with external qualificationsFurther readingand#160;7 Language supportDefining types of provisionReflecting on language and course contentLanguage auditWorking out language levels on entry to and exit from the courseAssessment and guidanceDelivering supportMonitoring and evaluationEstablishing the demand for coursesSummaryFurther readingand#160;8 Reflective practiceThe attitudes and skills of the teacherReflecting on classroom practiceSummaryFurther readingand#160;Glossaryand#160;Bibliographyand#160;Index