By Eli Hinkel
This landmark quantity presents a broad-based, accomplished, cutting-edge evaluate of present wisdom and learn into moment language instructing and studying. All authors are top specialists of their parts of workmanship. The chapters, all thoroughly new for quantity 2, are equipped in 8 thematic sections: Social Contexts in study on moment Language instructing and studying moment Language examine tools moment Language study and utilized Linguistics examine in moment Language procedures and improvement equipment and guide in moment Language educating moment Language overview Ideology, identification, tradition, and significant Pedagogy in moment Language instructing and studying Language making plans and coverage. alterations in quantity 2: captures new and ongoing advancements, examine, and traits within the box surveys favorite parts of analysis that weren't coated in quantity 1 comprises new authors from Asia, Australia, Europe, and North the US to expand the Handbook’s overseas scope. quantity 2 is a necessary source for researchers, school, lecturers, and scholars in MA-TESL and utilized linguistics courses, in addition to curriculum and fabric builders.
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Additional info for Handbook of Research in Second Language Teaching and Learning: Volume 2 (ESL & Applied Linguistics Professional Series)
Example text
Generally speaking, work on teacher cognition comes under two strands, one pertaining to the general cognitive processes of L2 teachers and the other specifically focusing on L2 teaching (mostly on the teaching of grammar). The latter strand will be discussed in more detail under a separate section on teacher knowledge. These studies are indicative of the research paradigm shift in L2 teacher education from the identification of effective teaching behaviors to an understanding of the unobservable aspects of teaching from the participant’s perspective, rather than from the researcher’s perspective.
The research studies reported in the volume covered action research, critical reflection, practicum supervision, teacher knowledge, and teacher learning. By the mid-1990s, it became clear that the research agenda of L2 teacher education had been shaped by those in general teacher education and underpinned by its theories. This can be seen from the increasing number of publications in L2 teacher education addressing issues of concern in general teacher education, among which were a major edited volume focusing on L2 teacher learning (Freeman & Richards, 1996), as well as another volume on teacher cognition (Woods, 1996).
When two languages are available, and one is “easier” than the other because it is better known, it is natural for students to prefer that language. In immersion classrooms, there is a need for a “strong language policy … that encourages students to use the instructional language and discourages students from speaking the non-instructional language” (Lindholm-Leary, 2007, p. 14). The sociolinguistic status of the languages also plays an important role in this choice. When a majority language is paired with a minority language, students and teachers may favor the higher status language.