دانلود کتاب language education programs: perspectives on policies and practices

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Series Editor’s Foreword
Preface
Acknowledgments
Contents
Editors and Contributors
List of Figures
List of Tables
Policies and Language Education Programs
University-School Partnerships
1 Introduction
2 Background
2.1 Language Teaching and Learning in Australia
2.2 Internship Program
3 An Empirical Study
3.1 Aim of the Research
3.2 Participants
3.3 Data Collection and Analysis
3.4 Results
4 Implications for Language Education Programs
5 Conclusion and Directions for Further Research
References
State Language Education Systems
1 Introduction
2 Background
2.1 National Language Policy, Languages and the Place of English in Thailand
2.2 The Thai Education System, Student Outcomes and the Teaching of English
3 An Empirical Study
3.1 Life in Schools: A Plethora of Projects and Competitions
3.2 In-School Support for Teachers
3.3 Curriculum and Training Expectations and the Environment for English in Thailand
4 Implications for Language Education Programmes
5 Conclusion and Directions for Further Research
References
Language Programme Evaluation
1 Introduction
2 Theoretical Underpinnings and Existing Research
2.1 Tensions Between Fidelity and Mutual Adaptation
2.2 Balancing Fidelity and Mutual Adaptation
2.3 Curriculum Materials Use
3 An Empirical Study
4 Implications for Language Education Programs
5 Conclusion and Directions for Further Research
References
Effective Language Teacher Education
1 Introduction
2 Teacher Education Programs and Their Evaluation
3 An Empirical Study
3.1 Context of the Study
3.2 Evaluating Language Teacher Education Programs in Iran
4 Implications for Language Education Programs
5 Conclusion and Directions for Further Research
References
Language Policy and Planning for Multilingual Educator Preparation
1 Introduction
2 Theoretical Underpinnings: Multilingual Educator Preparation
2.1 Language as a Human Right
2.2 Mother Tongue Education
2.3 Language Policy and Planning
2.4 Critical Language Policy
3 An Empirical Study
3.1 Multilingual and Bilingual Education
3.2 Language Program Educator Preparation: Archival Data, IHE-Supported Fellowship
3.3 Language Program Educator Preparation: Data-Driven Alternative Routes to Teaching
4 Implications for Language Education Programs
4.1 Fellowships
4.2 Grow Your Own Programs
4.3 Paraeducators
5 Conclusion and Directions for Further Research
References
Intercultural Language Teaching
1 Introduction
2 Background
2.1 Intercultural Pedagogy
2.2 Intercultural Language Teaching Policies
3 An Empirical Study
3.1 Policymakers’ Perspectives on ICC
3.2 Ideal Intercultural Language Programs
4 Implications for Language Education Programs
5 Conclusion and Directions for Further Research
Appendix: Macro-Level Policy-Makers’ Interview Protocol
References
Minority Students’ English-Learning Experience
1 Introduction
2 Background
2.1 Refugee-Background Students in Tertiary Settings
2.2 Theoretical Underpinnings and Prior Research
3 An Empirical Study
3.1 Method
3.2 Findings and Discussion
4 Implications for Language Education Programs
5 Conclusion and Directions for Further Research
Notes
References
Teachers’ Online Language Assessment Literacy
1 Introduction
2 Theoretical Underpinnings and Existing Research
2.1 An Overview
2.2 Assessment Literacy
2.3 Language Assessment Literacy
2.4 Online Assessment Literacy
2.5 Empirical Studies on Online Assessment Literacy
3 An Empirical Study
4 Implications for Language Education Programs
5 Conclusion and Directions for Further Research
Appendix: Survey Instrument
Part 1: Demographic Data
Part 2: Assessment Literacy
Part 3: Digital Literacy
Part 4: Online Assessment Literacy
References
Practices and Language Education Programs
ESP Programmes: Educating Teachers to Address Learner Needs
1 Introduction
2 Background: Characteristics of English for Specific Purposes
3 An Empirical Study
3.1 An ESP Teacher Education Course
3.2 The Framework of the ESP Course
3.3 Incorporating Problem-Based Scenarios
3.4 ESP Course Evaluation
4 Discussion
5 Implications for Language Education Programmes
6 Conclusion and Directions for Further Research
References
Content and Language Integrated Learning
1 Introduction
2 Characteristics of Successful CLIL Programs
2.1 Organizational Factors
2.2 External Factors
2.3 Internal Factors
3 The Role of CLIL in Learning an Additional Language
4 An Empirical Study
4.1 Method
4.2 Findings
5 Implications for Language Education Programs
6 Conclusion and Directions for Further Research
References
English-Medium Instruction
1 Introduction
2 Language-Related Episodes in University EMI Classes
3 An Empirical Study
3.1 Method
3.2 Findings
3.3 Discussion
4 Implications for Language Education Programmes
5 Conclusion and Directions for Further Research
References
A Reflexive Account of an English as a Lingua Franca Program
1 Introduction
2 Theoretical Underpinnings and Existing Research
2.1 Good Programs that Register and Recognize Current Realities
2.2 Understanding English as a Lingua Franca
3 An Empirical Study
3.1 Method
3.2 Results
4 Implications for Language Education Programs
5 Conclusion and Directions for Further Research
Appendix: Survey on ELF-Oriented Pedagogy and Good Language Programs
References
Learner Agency Empowerment
1 Introduction
2 Agency and Postmodern Theories in Language Acquisition
2.1 Agency in Language Learning
2.2 Studies on Agency in Language Learning and Why It Matters
2.3 Postmodern Approaches to Empowering Learner Agency in Language Acquisition
3 An Empirical Study
3.1 The Case Study Setting and Data Collection
3.2 Data Analysis
3.3 Agency as Making Choice, Resistance, Taking Action, and Driving Transformations
4 Implications for Language Education Programs
5 Conclusion and Directions for Further Research
References
Effective Remote Language Teaching
1 Introduction
2 Theoretical Underpinning and Existing Research
2.1 Designing Effective Remote English Teaching
2.2 Digital Technologies in Remote English Teaching
3 An Empirical Study
3.1 Method
3.2 Findings and Discussion
4 Implications for Language Education Programs
5 Conclusion and Directions for Further Research
References