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Insider Accounts of Classroom Life, Higher Education

Tim Stewart (editor)

ISBN: 9781942799771

Publication Date: May 2017

Format: Paperback

Offers readers a front-row seat into current policy, practice, and theory in language education - from diverse classrooms all over the world. Through personal narratives shared by teachers and students alike, find out how it feels to be a bewildered, foreign-born student trying to learn the academic culture of an American university while simultaneously learning the language.
£34.50

In stock: ships within 24hrs

  • Full Description
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  • Table of Contents
  • Author Biography
  • Customer Reviews
In this volume of the TESOL Voices series, authors give readers a front-row seat into current policy, practice, and theory in language education - from diverse classrooms all over the world.

Through personal narratives shared by teachers and students like, find out how it feels to be a bewildered, foreign-born student trying to learn the academic culture of an American university while simultaneously learning the language. Understand the impact of stereotypes through a letter exchange between Cambodian and Japanese students. Explore the importance of peer- and self- editing in writing cases - and how teachers in South Korea guide their students through the process.
Pages 148
Dimensions 229 x 152
Date Published 30 May 2017
Publisher TESOL Press
Series TESOL Voices
Subject/s Higher & further education, tertiary education   Teaching of students with English as a second language (TESOL)  
  • Series Editor's Preface
  • Introduction
  • Section 1: Voices from EAP Classrooms
  • Chapter 1 EAP Learners Explore Their Language Learning Lives Through Exploratory Practice – Susan Dawson with Phappim Ihara and Kan Zhang
  • Chapter 2 Working the Problem: Finding Solutions to Student Dissatisfaction in EAP for Engineering – Yasemin K?rkgöz
  • Chapter 3 Expanding the Boundary of L2 Literacy: Teaching Research Skills in the EAP Classroom – Beatrix Burghardt and Megan Hansen Connolly
  • Chapter 4 Learners Deconstruct Classroom Experiences Through Critical Thinking – Asli A. Hassan, and Roger Nunn with Hanan Nasser Salem Al-Hasani and Hanouf Ahmad Saleh Al-Enezi
  • Chapter 5 Formative Assessment to Promote Self-Regulated Learning in EAP – Saeedeh Haghi and Gerard Sharpling
  • Section 2: Voices from Language & Culture Classrooms
  • Chapter 6 Our Stories: Narratives for Culturally Responsive ESL Teaching – Debi Khasnabis, Coert Ambrosino, Saina Sajjadi, and Catherine Reischl
  • Chapter 7 Sharing Experiences of Intercultural Education Through Student Autoethnographies – Gregory Strong
  • Chapter 8 Scaffolding Free Choice in Lessons: Negotiating Global Identity in EFL – Ekaterina Talalakina and Idaliya Grigoryeva
  • Chapter 9 Throwing Away Stereotypes: Deepening Intercultural Understanding Through Cambodia-Japan Letter Exchanges – Nicole Takeda
  • Chapter 10 Pragmatic Development and Study Abroad: Building and Maintaining Competence – Mark Firth, James Broadbridge and Joseph Siegel
  • Chapter 11 Exploring Multiple Feedback Loops in EFL Writing Classes – Gordon Blaine West, with Sun A Kim, Juyoung Song, and Chae-eun (Cathy) Sung
  • Chapter 12 "I learn listening skill to get high marks": Student Voices About Listening Instruction in Vietnam – Nga Thi Hang Ngo and Hoa Thi Mai Nguyen
  • Chapter 13 Dealing With Resistance to Student-Centered Instruction: The Struggles of a Japanese NNEST – Ryan W. Smithers and Rie Smithers
  • Chapter 14 Teacher Collaboration in an ESOP Course: A Recipe for Success – Akiko Tsuda and Darcy de Lint
  • Chapter 15 Students and Teachers Co-Researching Difficulties With Vocabulary in Academic Writing: A Case Study of Exploratory Practice – Qiao Wang and David Dalsky
  • Chapter 16 Conclusion: Theorizing Forward on TESOL Classroom Practice – Tim Stewart
Tim Stewart has been a teacher-researcher in the TESOL field for 20 years. After an intriguing experience as the editor of Essential Teacher, he created the Communities of Participation in TESOL section for the TESOL Journal that he edited for six years. Tim teaches at Kyoto University in Japan's ancient capital.

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