Designing Language Courses

This text provides a practical guide to designing language courses by encouraging teachers to explore ways of planning and organizing content, and evaluating materials.

Designing Language Courses

Author: Kathleen Graves

Publisher: Heinle & Heinle Pub

ISBN: 9780838479094

Page: 308

View: 256

Designing Language Courses: A Guide for Teachers is a clear and comprehensive overview of course design. This text provides a practical guide to designing language courses by encouraging teachers to explore ways of planning and organizing content, and evaluating materials.

Course Design

Developing Programs and Materials for Language Learning Fraida Dubin, Elite
Olshtain Cambridge University Press. Introduction 1 Instructional ... Fortunately,
people who design language courses are usually thoroughly familiar with what ...

Course Design

Author: Fraida Dubin

Publisher: Cambridge University Press

ISBN: 0521256763

Page: 194

View: 463

Course planning and development, in the context of current theories of language learning.

Case Studies in Language Curriculum Design

Each case draws on and is linked to the model presented in Nation and Macalister's Language Curriculum Design.

Case Studies in Language Curriculum Design

Author: John Macalister

Publisher: Taylor & Francis

ISBN: 1136944206

Page: 224

View: 418

Case studies are a powerful pedagogical tool for illuminating constructs and models in real-life contexts. Covering a wide range of teaching-learning contexts and offering in-depth analyses of ESL/ELT language curriculum design issues, this casebook is distinctive and unique in that each case draws on and is clearly linked to a single model presented in Nation and Macalister’s Language Curriculum Design (www.routledge.com/9780415806060), giving the book a high degree of coherence. A short commentary by the editors after each case highlights features of note and/or issues arising from it. This is a versatile text, designed to work as a companion to Language Curriculum Design (adding meaning and depth to the model presented there by relating it to a range of applications), as a stand-alone text, or as a resource for language teacher trainees, teacher educators, practicing teachers, program administrators, and materials writers in the field.

Teaching Language Online

Practical and accessible, this book comprehensively covers everything you need to know to design, develop, and deliver successful online, blended, and flipped language courses.

Teaching Language Online

Author: Victoria Russell

Publisher: Routledge

ISBN: 0429761104

Page: 286

View: 553

Practical and accessible, this book comprehensively covers everything you need to know to design, develop, and deliver successful online, blended, and flipped language courses. Grounded in the principles of instructional design and communicative language teaching, this book serves as a compendium of best practices, research, and strategies for creating learner-centered online language instruction that builds students’ proficiency within meaningful cultural contexts. This book addresses important topics such as finding and optimizing online resources and materials, learner engagement, teacher and student satisfaction and connectedness, professional development, and online language assessment. Teaching Language Online features: A step-by-step guide aligned with the American Council on the Teaching of Foreign Languages (ACTFL), the Common European Framework of Reference (CEFR) for Languages: Learning, Teaching and Assessment, and the World-Class Instructional Design and Assessment (WIDA) standards Research-based best practices and tools to implement effective communicative language teaching (CLT) online Strategies and practices that apply equally to world languages and ESL/EFL contexts Key takeaway summaries, discussion questions, and suggestions for further reading in every chapter Free, downloadable eResources with further readings and more materials available at www.routledge.com/ 9781138387003 As the demand for language courses in online or blended formats grows, K-16 instructors urgently need resources to effectively transition their teaching online. Designed to help world language instructors, professors, and K-12 language educators regardless of their level of experience with online learning, this book walks through the steps to move from the traditional classroom format to effective, successful online teaching environments.

Designing Language Teaching Tasks

Task. Design? 1. The colleague was R. V. White and the workshops were held for
the British Schools chain in Italy. 2. The source is the 1997 British Council/British
Tourist Authority advice pack entitled Marketing English Language Courses.

Designing Language Teaching Tasks

Author: K. Johnson

Publisher: Springer

ISBN: 0230596673

Page: 196

View: 159

Short-listed for the British Council Innovation Awards 2004 that promote and reward excellence in English Language Teaching Designing Language Teaching Tasks provides a research-based account of how experienced teachers and task designers prepare activities for use in the language classroom. It gives detailed information on the procedures which designers follow. The book is a description of research and will therefore interest applied linguists and students in the field. It is written in a clear and comprehensible way, and should appeal to all those who want to learn to write good language teaching materials.

Planning Lessons and Courses

This book deals with the kinds of everyday questions working teachers face as they plan lessons and courses. Each chapter contains an analysis of the issue under discussion, as well as practical principles and sample activities.

Planning Lessons and Courses

Author: Tessa Woodward

Publisher: Ernst Klett Sprachen

ISBN: 9783125333598

Page: 249

View: 658

This book deals with the kinds of everyday questions working teachers face as they plan lessons and courses. Each chapter contains an analysis of the issue under discussion, as well as practical principles and sample activities.

Global Practices of Language Teaching Proceedings of the 2008 International Online Language Conference IOLC 2008

Graves, K. (2000), Designing language courses: A guide for teachers, Boston,
Heinle & Heinle Publishers. ... Langé, G. (Ed.), (2002), TIE-CLIL professional
development course, Milan: M.I.U.R, Direzione Regionalle della Lombardia on
behalf ...

Global Practices of Language Teaching  Proceedings of the 2008 International Online Language Conference  IOLC 2008

Author: Azadeh Shafaei

Publisher: Universal-Publishers

ISBN: 1599429330

Page:

View: 114

The first International Online Language Conference was successfully held in September 2008. This event invited professors, Masters and Ph.D. students, and academicians from around the world to submit papers in areas related to the conference theme. The event was organized by International Online Knowledge Service Provider (IOKSP). The main conference objectives were as follows: to provide a platform for language educators, academicians, and researchers from diverse cultural backgrounds to exchange ideas and the best practices for effective language teaching and learning; to promote better understanding of cultural diversity in language learning; to encourage language educators to be involved in the research process in order to achieve comprehensive excellence; and to produce a collection of scholarly papers.

Language Curriculum Design

Figure 9.1 is taken from Designing Language Courses by Kathleen Graves (2000
). This is a very readable, practical book on curriculum design which draws
strongly on the experience of teachers. Let us try to match the parts of Graves' ...

Language Curriculum Design

Author: I.S.P Nation

Publisher: Routledge

ISBN: 1135204071

Page: 240

View: 700

Crystal-clear and comprehensive yet concise, this text describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them. The description of the steps is done at a general level so that they can be applied in a wide range of particular circumstances. The process comes to life through plentiful examples of actual applications of the steps. Each chapter includes: examples from the authors’ experience and from published research tasks that encourage readers to relate the steps to their own experience case studies and suggestions for further reading that put readers in touch with others’ experience Curriculum, or course, design is largely a 'how-to-do-it' activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description, and materials production. Combining sound research/theory with state-of-the-art practice, Language Curriculum Design is widely applicable for ESL/EFL language education courses around the world.

Communicative Syllabus Design

This book provides a model for specifying the syllabus content relevant to the differing needs of ESP learners.

Communicative Syllabus Design

Author: John Munby

Publisher: Cambridge University Press

ISBN: 9780521282949

Page: 232

View: 999

This book provides a model for specifying the syllabus content relevant to the differing needs of ESP learners.

Language Curriculum Design

Crystal-clear and comprehensive yet concise, this text describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them.

Language Curriculum Design

Author: I.S.P Nation

Publisher: Taylor & Francis

ISBN: 0203870735

Page: 224

View: 805

Crystal-clear and comprehensive yet concise, this text describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them. The description of the steps is done at a general level so that they can be applied in a wide range of particular circumstances. The process comes to life through plentiful examples of actual applications of the steps. Each chapter includes: examples from the authors’ experience and from published research tasks that encourage readers to relate the steps to their own experience case studies and suggestions for further reading that put readers in touch with others’ experience Curriculum, or course, design is largely a 'how-to-do-it' activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description, and materials production. Combining sound research/theory with state-of-the-art practice, Language Curriculum Design is widely applicable for ESL/EFL language education courses around the world.

Task based Language Learning and Teaching

7 Designing task - based language courses Introduction Course design is
concerned with the selection and sequencing of contentthe ' what ' of teaching .
As such , it contrasts with methodology ' , which addresses the ' how ' of teaching ,
i.e. ...

Task based Language Learning and Teaching

Author: Rod Ellis

Publisher: Oxford University Press

ISBN: 9780194421591

Page: 387

View: 937

This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.

Teachers as Course Developers

The book provides a framework for the processes of course development which any teacher can use in developing his or her own courses.

Teachers as Course Developers

Author: Kathleen Graves

Publisher: Cambridge University Press

ISBN: 052149768X

Page: 213

View: 499

This is a book about how language teachers themselves rather than curriculum specialists develop and implement their own courses. The paperback edition illuminates the process of course development through the narratives of six ELT teachers who have designed courses in widely varying contexts worldwide. Graves provides a framework for course design and examines how these six teachers have utilized or departed from the framework in meeting the challenges of their particular situations. Each narrative is followed by an analysis and a set of tasks that direct the reader's attention to a particular aspect of the framework.

Autonomy and Foreign Language Learning in a Virtual Learning Environment

Developing a course strategy for learner autonomy. ELT Journal, 49(3), 210–27.
— (2000). Promoting learner autonomy through the curriculum: principles for
designing language courses. ELTJournal, 54(2), 109–17. Crook, C. (1994).

Autonomy and Foreign Language Learning in a Virtual Learning Environment

Author: Miranda Hamilton

Publisher: A&C Black

ISBN: 1441189807

Page: 256

View: 433

Digitalised learning with its promise of autonomy, enhanced learner choice, independence and freedom, is an intuitive and appealing construct but closer examination reveals it to be a rather simplistic proposition, raising the following questions. -What do we mean by autonomy? -What are we implying about the role of the teacher, the classroom, and interaction between learners? -What do we understand about the impact of technology on the ecology of the learning environment? This book describes the use of a Virtual Learning Environment (VLE) by a group of advanced English language learners in Mexico, comparing what students thought and what they did in response to the technology. The theoretical aim of the book is to work towards the construction of a theory of the development of autonomy and virtual learning in an EFL context. Enhanced understanding about the relationship between autonomy and technology has the potential to inform academics, software designers, materials writers, teacher educators, and teachers and to help learners in their quest to acquire a foreign language.

Designing Online Learning

This book provides an introduction and helpful guide to online education for librarians and educators in the K–12, public, and academic library settings.

Designing Online Learning

Author: Susan Webreck Alman

Publisher: ABC-CLIO

ISBN: 159884637X

Page: 100

View: 501

This book provides an introduction and helpful guide to online education for librarians and educators in the K–12, public, and academic library settings.

Realizing Autonomy

Developing a course strategy forlearner autonomy. ELT Journal, 49(3),219–227.
Cotterall, S. (2000). Promoting learner autonomy through thecurriculum:
principlesfor designing language courses. ELT Journal, 54(2), 109–117. Harel, Y.
(1992) ...

Realizing Autonomy

Author: Kay Irie

Publisher: Springer

ISBN: 0230358489

Page: 272

View: 788

Realizing Autonomy: Practice and Reflection in Language Education Contexts presents critical practitioner research into innovative approaches to language learner autonomy. Writing about experiences in a range of widely differing contexts, the authors offer fresh insights and perspectives on the challenges and contradictions of learner autonomy.

Learning Design

The design can be re-used over and over again at different times and places for
more or less the same course (or building). ... Say, for example, that a learning
designer wishes to develop a course on 'Spanish as a Second Language'.

Learning Design

Author: Rob Koper

Publisher: Springer Science & Business Media

ISBN: 9783540273608

Page: 412

View: 641

E-learning is still in its infancy. This can be seen both in the limited pedagogical quality and lack of portability of e-learning content, and in the lack of user-friendly tools to exploit the opportunities offered by current technologies. To be successful, e-learning must offer effective and attractive courses and programmes to learners, while at the same time providing a pleasant and effective work environment for staff members who have the task to develop course materials, plan the learning processes, provide tutoring, and assess performance. To overcome these deficiencies, the IMS Global Learning Consortium Inc. released the Learning Design Specification in 2003. With Learning Design it is possible to develop and present advanced, interoperable e-learning courses embracing educational role and game playing methods, problem-based learning, learning community approaches, adaptivity and peer coaching and assessment methods. In this handbook Koper and Tattersall have put together contributions from members of the "Valkenburg Group", consisting of 33 experts deeply involved in e-learning and more specifically learning design. The result is a rich and lasting source of information for both e-learning course and tool developers, providing information about the specification itself, how to implement it in practice, what tools to use, and what pitfalls to avoid. The book not only reports first experiences, but also goes beyond the current state of the art by looking at future prospects and emerging applications.

Systemization in Foreign Language Teaching

In U. Connor & T. A. Upton (Eds.), Applied corpus linguistics: A multidimensional
perspective (pp. 123–145). Amsterdam and Atlanta: Rodopi. Graves, K. (2000).
Designing language courses: A guide for teachers. Boston: Heinle and Heinle.

Systemization in Foreign Language Teaching

Author: Wilfried Decoo

Publisher: Routledge

ISBN: 1134233418

Page: 374

View: 188

Foreign language learning is a progressive endeavor. Whatever the method, the learner should advance from one point to another, constantly improving. Growing proficiency entails growing language content. Content is complex, displaying many dimensions. Syllabus designers, textbook authors, and teachers often struggle with the monitoring of content. Computer-assisted systemization helps to handle it in a manageable framework. Besides inventorying content, it ensures more balanced selections, calculated progression, and controlled reiteration of previously learned material. It gauges the usability of authentic material in relation to the level attained. During the teaching process, it allows the instant selection of items needed for a communicative situation, focus on forms, or particular exercises. This book first describes the theoretical background for systemization, including a historical overview, with special attention to the Common European Framework and the new Profiles and Referentials. Next the practical steps for computer-assisted implementation with examples taken from French and English, but applicable to any language.

Handbook of Research on Learning Design and Learning Objects Issues Applications and Technologies

How to create flexible runtime delivery of distance learning courses. Educational
Technology & Society ... It is alearning design language which can be used to
specify a wide range of pedagogy strategies. The approach has the advantage ...

Handbook of Research on Learning Design and Learning Objects  Issues  Applications  and Technologies

Author: Lockyer, Lori

Publisher: IGI Global

ISBN: 1599048620

Page: 1018

View: 992

"This book provides an overview of current research and development activity in the area of learning designs"--Provided by publisher.