دانلود کتاب Content Knowledge in English Language Teacher Education: International Experiences

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Title Page\nCopyright Page\nContents\nIllustrations\n Figures\n Tables\nContributors\nAbbreviations and Acronyms\nIntroduction\n Content knowledge in ELTE\n Structure of the book\nChapter 1: Applied English Philology in CLIL with TESOL Student-Teachers\n Introduction\n Conclusion\n Questions for change\nChapter 2: A Functional Model of Language for Language Teacher Education\n Introduction\n The course\n A systemic functional model of language\n Pedagogic grammar\n The unit of study\n The syllabus\n Reorientation\n Questions for change\nChapter 3: Reflections on English Grammar Instruction in EFL/ESL Educational Settings\n Introduction\n A formal model\n A formal model in action\n A systemic functional model\n A systemic functional model in action\n Final remarks\n Questions for change\n Notes\nChapter 4: Teaching Pedagogical Grammar in English Language Teacher Education\n Introduction\n Pedagogical framework\n Grammar activities in content-based and task-based learning\n Conclusion\n Questions for change\n Notes\nChapter 5: Multiple Languages in a TESOL Course\n Introduction\n Theoretical framework\n Working with the context\n Sample exercises to engage with other languages\n Benefits of using other languages in the classroom\n Conclusion\n Questions for change\nChapter 6: Knowledge Shock for MA TESOL Students in a World Englishes Module\n Introduction\n A pluralistic paradigm\n The context\n Our study\n MA TESOL student-teachers’ perceptions\n Implications for ELTE\n Conclusion\n Questions for change\nChapter 7: Teaching Pragmatics in an EFL Environment\n Introduction\n A pragmatics course in IELTE\n How can pragmatics be taught?\n Who can teach pragmatics?\n Conclusion\n Questions for change\n Appendix A: Sample of in-class activity\n Appendix B: Sample of authentic language transcript.\nChapter 8: Discourse Analysis for Undergraduate Language Teachers\n Introduction\n The institution\n The programme\n Implementation and adaptation of the course\n The workshop\n Students’ voices\n Conclusions\n Questions for change\nChapter 9: Breaking the Ice with Phonetics and Phonology\n Introduction\n Teaching phonetics and phonology in Argentina\n Becoming a teacher of English at UNCO\n Breaking the ice with diction\n Final remarks\n Questions for change\n Note\nChapter 10: Developing Language, Academic and Professional Skills in a Teacher Education Course\n Introduction\n The context\n The module\n Final remarks\n Questions for change\n Acknowledgements\n Note\nChapter 11: Developing Writing and Reflective Skills of First-Year Student-Teachers in Chile\n Introduction\n Why a writing portfolio?\n Framework for the writing portfolio\n Reflecting and writing\n How much feedback is appropriate?\n The study\n Portfolio implementation\n Portfolio contents\n Data collection and analysis\n Results\n Conclusion\n Questions for change\nChapter 12: Empowering Chilean Student-Teachers to Become Highly Capable English Language Educators\n Introduction\n Theoretical perspectives of language and language teaching at an advanced level\n The ELTE programme\n Advanced English (AE) module\n Student-teachers’ responses to the AE module\n Discussion and challenges\n Conclusions\n Questions for change\nChapter 13: English Language Proficiency of Non-Native Student-Teachers in Turkey\n Introduction\n NNESTs’ ELP levels\n Developing ELP in IELTE in Turkey\n Steps towards the development of ELP\n Conclusion\n Questions for change\nChapter 14: Literacy in the IELTE Curriculum through a Cultural Component\n Introduction\n Teacher cognitions and classroom practices\n Theorizing our practices\n Our TIHL\n Conclusions\n Questions for change\nConclusion\n Supporting content knowledge\n Researching content knowledge\n Future directions\n Final words\nReferences\nIndex