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Research Informing Practice-Practice Informing Research
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Innovative Teaching Methodologies for World Language Teachers (Hc)
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Artikel-Nr:
9781617353918
Veröffentl:
2011
Einband:
HC gerader Rücken kaschiert
Erscheinungsdatum:
01.04.2011
Seiten:
238
Autor:
Christopher Luke
Gewicht:
528 g
Format:
240x161x17 mm
Sprache:
Englisch
Beschreibung:
Edited by David Schwarzer, Montclair State University, Mary Petrón,Sam Houston State University, and Christopher Luke, Ball State University
A volume in Research in Second Language Learning
JoAnn Hammadou Sullivan, Series Editor
"Research Informing Practice-Practice Informing Research: Innovative Teaching Methodologies for
World Language Educators" is an edited volume that focuses on innovative, nontraditional methods of
teaching and learning world languages. Using teacher-research projects, each author in the volume guides
readers through their own personal journey and exploration of teaching methods, novelty, risk-taking, and
reflection. Chapters include guiding questions, vignettes, and thick descriptions of classroom-based research
in an assortment of instructional settings. Theoretical issues and an array of practical applications are presented,
as well as additional research opportunities and guidelines for implementation in a variety of teaching
and learning venues.
While not professing to be a panacea for world language learning, this book provides various lines of theory, research, and practice as they interact
with each other through teacher-research narratives. As a well-known African proverb asserts, "It takes a village to raise a child." Similarly, it takes a
village to develop a master teacher, and it takes a community to create an exceptional classroom. Throughout this volume, authors share their voices,
experiences, and expertise as a means of strengthening the village. They then invite readers to embark on their own methodological journeys. The text
thus serves as a stimulus for further discussion and pedagogical development in world language settings. Teachers and researchers are challenged to
think critically and reflectively about world language education, encouraged to design innovative methods, approaches, and techniques for their world
language classes, and ultimately asked to share their findings with students, parents, peers, communities, and the village.
A volume in Research in Second Language Learning
JoAnn Hammadou Sullivan, Series Editor
"Research Informing Practice-Practice Informing Research: Innovative Teaching Methodologies for
World Language Educators" is an edited volume that focuses on innovative, nontraditional methods of
teaching and learning world languages. Using teacher-research projects, each author in the volume guides
readers through their own personal journey and exploration of teaching methods, novelty, risk-taking, and
reflection. Chapters include guiding questions, vignettes, and thick descriptions of classroom-based research
in an assortment of instructional settings. Theoretical issues and an array of practical applications are presented,
as well as additional research opportunities and guidelines for implementation in a variety of teaching
and learning venues.
While not professing to be a panacea for world language learning, this book provides various lines of theory, research, and practice as they interact
with each other through teacher-research narratives. As a well-known African proverb asserts, "It takes a village to raise a child." Similarly, it takes a
village to develop a master teacher, and it takes a community to create an exceptional classroom. Throughout this volume, authors share their voices,
experiences, and expertise as a means of strengthening the village. They then invite readers to embark on their own methodological journeys. The text
thus serves as a stimulus for further discussion and pedagogical development in world language settings. Teachers and researchers are challenged to
think critically and reflectively about world language education, encouraged to design innovative methods, approaches, and techniques for their world
language classes, and ultimately asked to share their findings with students, parents, peers, communities, and the village.