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ERIC Number: ED504660
Record Type: Non-Journal
Publication Date: 2006
Pages: 496
Abstractor: As Provided
ISBN: ISBN-978-1-9042-4361-8ISBN-1-9042-4361-4
Understanding and Developing Good Practice: Language Teaching in Higher Education
Klapper, John
CILT, the National Centre for Languages
This new book supports the professional development and training of Modern Languages teachers in higher education. It links insights from pedagogical and applied linguistic research to the practicalities of the undergraduate language syllabus. The aim is to interpret research for the classroom practitioner so that teaching can be based on sound theoretical principles that are congruent with the individual tutor's own belief system. Understanding and developing good practice is divided into three parts, focusing on: (1) teachers' beliefs about teaching and learning, on methodology and key characteristics of the university language learner; (2) general curricular issues central to the work of tutors, including course planning, autonomous learning, and assessment; and (3) core learning and teaching activities. This book is suitable for teachers of both specialist and non-specialist language students. It is particularly relevant to: (1) new staff seeking subject-specific support for an accredited postgraduate certificate or diploma of teaching and learning; (2) experienced tutors, both in language departments and language centres, who wish to keep abreast of developments in language teaching and to reflect on their current practice; (3) postgraduates studying for a Masters in Applied Linguistics who want a supplementary text on the practicalities of teaching; and (4) postgraduate teaching assistants and Foreign Language Assistants seeking support for their classroom activity. Following a Introduction: Modern Languages and modern linguists, this book is divided into three parts. Part I, Teachers and Learners, presents: (1) Reflecting on practice: language tutors' beliefs and professional development; (2) How students learn languages: insights from second language acquisition; (3) Understanding the university language learner; and (4) Approaches to language teaching. Part II, Curricular Issues, continues with: (5) Course design and lesson planning; (6) Promoting autonomy; (7) Information and communications technology; (8) Managing the language classroom; (9) Assessment: methods and feedback; and (10) Assessment: language testing. Part III, Core Activities and Skills, concludes with: (11) Speaking and writing skills; (12) Listening and reading skills; (13) Using written texts in class; (14) Developing vocabulary; (15) Teaching grammar; and (16) Translation as a learning experience.
CILT, the National Centre for Languages. 3rd Floor 111 Westminster Bridge Road, London SE1 7HR, UK. Tel: +44-845-612-5885; Fax: +44-845-612-5995; e-mail:; Web site:
Publication Type: Books; Reports - Research
Education Level: Higher Education
Audience: Students; Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: CILT, the National Centre for Languages