Language Practices in English Classrooms

doi:10.3390/books978-3-0365-5968-1

Download Url(s)

https://mdpi.com/books/pdfview/book/6879

Contributor(s)

Sundqvist, Pia (editor)

Sandlund, Erica (editor)

Källkvist, Marie (editor)

Gyllstad, Henrik (editor)

Language

English

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Abstract

Sundqvist, Sandlund, Källkvist, and Gyllstad have edited a timely reprint that will help to guide the future of English language teaching and learning. This comprehensive and lucidly written volume brings together research on English classroom practices from all levels across the globe with the aim of enhancing our understanding of current developments. All chapters are theoretically informed, as the reprint is both practical in its style and orientation, and pedagogically astute in the recommendations offered. This volume is a welcome resource for teachers, student teachers, teacher educators and researchers around the world.

URI

https://directory.doabooks.org/handle/20.500.12854/98826

Keywords

pedagogical translanguaging; systematic literature review; ELT; empirical research; English as a Medium of Instruction (EMI); English as a Medium of Education (EME); study abroad; English as a Lingua Franca (ELF); multilingual classroom; English language teaching; accuracy teaching; implicit vs. explicit instruction; inductive vs. deductive instruction; fluency teaching; extramural English; English medium instruction; listening comprehension; lectures; main ideas; vocabulary; L2 English; vocational students; vocational orientation approach; language play; early foreign language learning; formulaic sequences; classroom interaction; task-oriented interaction; EFL; task design; materials use; interactional competence; conversation analysis; collaborative research; oral exam; higher education; literary analysis; English as a foreign language; Socratic seminar; TQE seminar; video-mediated interaction (VMI); English as an additional language (L2); teaching; turn-taking; overlap resolution; ‘go ahead’; multimodality; interactional linguistics; foreign language education; inclusive education; teachers’ adaptivity competence; learner diversity; primary education; young learners; English-as-a-Foreign Language (EFL); teacher beliefs; classroom practices; language education; language teacher education; language proficiency; educational technology; n/a