Journal ArticleDOI
Yes, Talking!: Organizing the Classroom to Promote Second Language Acquisition
TLDR
The authors summarizes the central assumptions of the communicative language teaching model and specifies the potential difficulties that regular classroom teachers may face in adopting it and presents seven criteria to be used in organizing communicative classrooms and describes specific applications of these criteria to decisions about organizing classroom interaction and the physical environment.Abstract:
Recent research into the processes of children's first and second language development has yielded a number of insights which have been combined to create the communicative language teaching model. This model should be useful to English as a second language (ESL) teachers, both in planning their own instruction and in advising the increasing numbers of regular classroom teachers with limited English-speaking (LES) students in their classes. This article summarizes the central assumptions of the communicative language teaching model and specifies the potential difficulties that regular classroom teachers may face in adopting it. It then presents seven criteria to be used in organizing communicative classrooms and describes specific applications of these criteria to decisions about organizing classroom interaction and the physical environment.read more
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It’s Always More Difficult than You Plan and Imagine: Teachers’ Perceived Difficulties in Introducing the Communicative Approach
TL;DR: In this article, a study of a group of South Korean secondary school English teachers' perceived difficulties in adopting communicative language teaching (CLT) reveals that the difficulties have their source in the differences between the underlying educational theories of South Korea and those of Western countries.
Journal ArticleDOI
"It's Always More Difficult than You Plan and Imagine": Teachers' Perceived Difficulties in Introducing the Communicative Approach in South Korea.
TL;DR: In this paper, a study of a group of South Korean secondary school English teachers' perceived difficulties in adopting communicative language teaching (CLT) reveals that the difficulties have their source in the differences between the underlying educational theories of South Korea and those of Western countries.
Culturally Responsive Pedagogy for the 1990s and Beyond. Trends and Issues Paper No. 6.
TL;DR: In this paper, the authors propose a method to solve the problem of gender discrimination in the workplace, and propose an approach based on self-defense and self-representation, respectively.
Journal ArticleDOI
TESOL and Policy Enactments: Perspectives From Practice
Vaidehi Ramanathan,Brian Morgan +1 more
TL;DR: The authors address and expand on several key themes that arise from and unify the various contributions to the issue: enhanced status and implications of locality in policy research, practitioner agency and the ethical concerns involved, the globalization of particularistic agendas (i.e., neo-liberalism) and their impact on nation-state identities and policy enactments.
References
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Journal ArticleDOI
Linguistic Interdependence and the Educational Development of Bilingual Children
TL;DR: In this paper, the authors argue that cognitively and academically beneficial bilingualism can be achieved only on the basis of adequately developed first language (L1) skills and two hypotheses are formulated and combined to arrive at this position.
Book
The Natural Approach: Language Acquisition in the Classroom
Stephen Krashen,Tracy D. Terrell +1 more
TL;DR: Brown, Gillian, and Yule as discussed by the authors proposed a monitor model for English as a second language (EASL) performance in high school science major students in Saudi Arabia and found that attitude, attitude, motivation, anxiety, intolerance of ambiguity, and other biographical variables as predictors of achievement in EFL.
Book
Communicative Competence: Theory and Classroom Practice
TL;DR: Within the framework of viewing communicative competence as a prerequisite to linguistic competence, rather than vice versa, the authors considers the following: (1) the nature of communicative competency; (2) the implications of communitional competence for second language teaching; and (3) ways in which the teacher can begin to make a foreign language program more meaningful.