Teaching Languages to Adolescent Learners
From Theory to Practice
$34.99 (P)
- Authors:
- Rosemary Erlam, University of Auckland
- Jenefer Philp, Lancaster University
- Diana Feick, University of Auckland
- Date Published: September 2021
- availability: Available
- format: Paperback
- isbn: 9781108798990
$
34.99
(P)
Paperback
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Teaching languages to adolescents can be a challenge. . . but one that is most rewarding! What works? What doesn't work? This book provides a reader friendly overview on teaching modern languages to adolescents (Years 7–13). Each chapter takes an aspect of language teaching and learning, and explains the underlying theory of instructed language acquisition and its application through examples from real language classrooms. The book explores teachers' practices and the reasoning behind their pedagogic choices through the voices of both the teachers themselves and their students. At the same time, it highlights the needs of the adolescent language learner and makes the case that adolescence is a prime time for language learning. Written in an accessible, engaging way, yet comprehensive in its scope, this will be essential reading for language teachers wishing to integrate cutting-edge research into their teaching. This title is also available as Open Access on Cambridge Core at 10.1017/9781108869812
Read more- Foregrounds the expertise of language teachers to make links between practice and second language acquisition theory in the high school language classroom
- Highlights the needs of the adolescent language learner and shows examples of how teachers cater to the needs of these learners
- Investigates what experienced teachers and students of a range of modern languages are routinely doing in their language classrooms
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×Product details
- Date Published: September 2021
- format: Paperback
- isbn: 9781108798990
- length: 250 pages
- dimensions: 228 x 150 x 11 mm
- weight: 0.31kg
- availability: Available
Table of Contents
Preface
1. The adolescent language learner: setting the scene
2. Fostering an inclusive language classroom
3. Input: creating a language-rich learning environment
4. Opportunities for language output
5. Encouraging a focus on language form
6. A place for practice in the language classroom
7. Digital media in the language classroom
8. Conclusion.
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