DESCRIPCIÓN
NEW DIRECTIONS IN LANGUAGE TEACHING is the result of over forty years of doing language teaching and learning. Written in an accessible, yet thorough style, this interdisciplinary look at English Language Teaching sits at the confluence of General Pedagogy, Language Teaching Methodology and Second Language Acquisition Theory to provide an updated sociocultural account of the field. Each chapter addresses key questions that aspiring teachers generally pose and attempts answers to these questions by carefully weaving theory and practice. In each chapter, there are examples of practical applications to the classroom, accompanied by rubrics that guide the reader in enacting and self-assessing their emerging teaching competence.
Additionally, each chapter presents a host of activities generally associated with the focus of the
chapter, as well as advice for new teachers on how to put the ideas into practice. Contents include how to set up and teach a lesson, how to cater for students’ multiple learning needs and motivations, the exploration of the three main modes of communication (interpretive, interpersonal and presentational), the role of assessment as a scaffold for learning, how teachers can mediate the learning of language and content, the development of thematic units, the incorporation of technology to teaching and how we can scaffold language learning through the use of the so-called “active methodologies” within a Competency Based perspective.
CONTENIDO
Table of contents
Acknowledgements
Dedication
A personal note from the author
Preface
1. How do we learn languages?
Introduction
Understanding what we teach: Whose English is it, anyway?
Trends Shaping ELT
The five trends in action
Assessing the trends in action
Where are we now?
Some classroom implications of this research
Basic Instructional Techniques
Grading language
Using the board
Eliciting
Giving instructions
Correcting students
Providing formative feedback
Drilling
Why do these techniques work?
References
2. What is a lesson?
Introduction
What are learning outcomes?
What are the essential moments of a lesson?
Connections to current foreign language pedagogy
Demand High Teaching: One model for Extending students’ output
References
3. How can we use assessment to scaffold our students’ learning?
Introduction: An important clarification
Key concepts
Applications of Assessment FOR Learning
Checklists
Key concepts in assessment as learning
New assessment opportunities: Integrated Performance Assessment
References
4. How can we scaffold the Interpersonal Communication Mode?
Introduction
Tasks and exercises
Assessing a task-based lesson
References
5. How can we scaffold the Interpretive communication mode?
Introduction
The Interpretive mode in detail
Challenges in Listening Comprehension
Challenges in Reading Comprehension
Challenges in Interpreting Visual Texts
How do we understand?
The Interpretive Mode in the Classroom
Some practical strategies for the PRE- stage
References
6. How can we scaffold the Presentational Communication Mode?
Introduction
The Product Approach to Writing Instruction
The Process Approach to Writing Instruction
The Genre-based Approach to Writing Instruction
How do the approaches work in the classroom?
Writing tasks: beyond Grammar Consolidation
Advantages of the Genre-Based Approach in Teaching Writing
Some practical classroom activities for the Genre-based Approach
Limitations of the Genre-based Approach
Assessing Students’ Work in a Genre-Based Approach to Writing
Commentary
Some activities to enhance the learning of the presentational mode (Speaking)
Getting started with the Presentational Communication Mode
References.
7. How can we scaffold a Focus on Form?
Introduction
The role of Grammar in CLT
Grammar or Functions? or Grammar and Functions?
A brief History of PPP
Advantages of using the PPP method
Disadvantages of using the PPP method
Advice on how to plan a PPP lesson
References
8. How can we scaffold active learning for communication?
Introduction
Learning theories that support active learning methodologies
The case for an Action-Based approach to language teaching and learning
Mediation and Active Learning Methodologies
Active learning methodologies in action
Case-based learning
Some cooperative learning structures to use in your classroom
Recent developments in Active Learning: Phenomenon-Based Learning
Comparison with Other Active Methodologies
References
9. How can we scaffold from lesson to lesson?
Introduction
Thematic Units
A brief history of Thematic Units in ELT
Thematic Units and CLIL
A note on language teaching textbooks
A brief history of the language teaching textbook
Some Strategies for Adapting Textbooks
References
10. How can we scaffold Intercultural Communicative Competence?
Introduction
The Connection Between Language And Culture
Why Teach Culture?
Intercultural Communicative Competence
References.
11. How can Technology help us scaffold learning?
Introduction
Why use technology in language teaching and learning?
Some applications of technology-mediated teaching and learning
Some practical ideas to incorporate EdTech and AI into your ELT
References
12. How can we maximize time on task and minimize disruptions?
Introduction
Another look: The work of Marie Delaney
References
AUTORES
- Gabriel Díaz Maggioli.
FICHA TÉCNICA
- Título: New Directions in Language Teaching
- Autor/es: Gabriel Díaz Maggioli
- Materias: Ingles – Didáctica
- Editorial: Grupo Magro Editores
- ISBN: 9789915963044
- Páginas: 256
- Fecha: 2025
- Formato: 17 x 24 cm.
- Peso: 0.500 kg.
