Blended Learning In English Language Teaching
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Author | : Michael McCarthy |
Publisher | : Cambridge University Press |
Total Pages | : 0 |
Release | : 2015-02-18 |
Genre | : Foreign Language Study |
ISBN | : 9781316505113 |
A volume concerned with best practice in blended learning for language teaching. The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.
Author | : Catlin R. Tucker |
Publisher | : Corwin Press |
Total Pages | : 273 |
Release | : 2012-06-13 |
Genre | : Computers |
ISBN | : 1452240868 |
This book comes at the right time with answers for teachers, principals, and schools who want to be on the cutting edge of the effective use of technology, the internet, and teacher pedagogy.
Author | : Pete Sharma |
Publisher | : MACMILLAN |
Total Pages | : 160 |
Release | : 2007 |
Genre | : Blended learning |
ISBN | : 9780230020832 |
The ideal companion for any teacher interested in the use of technology in the language classroom, Blended Learning provides a practical overview of the technology currently available. It combines basic information for the technological novice with sophisticated ideas for using technology in the classroom. Teachers are offered practical ideas and suggestions for ways to use technology to enhance and support students' learning. The authors also examine the implications of the use of technology for language teaching methodology in general.
Author | : Oleg Tarnopolsky |
Publisher | : Walter de Gruyter |
Total Pages | : 254 |
Release | : 2012-11-30 |
Genre | : Foreign Language Study |
ISBN | : 8376560018 |
Biographical note: Oleg Tarnopolsky (Doctor of Pedagogy, Fulbright Awards, 1994 and 2005) is Full Professor at Alfred Nobel University, Dnipropetrovsk (Ukraine) where he heads the Department of Applied Linguistics and Methods in Foreign Language Teaching. His research and publications focus on different aspects of language teaching. He is the author of more than 250 works (books, articles, textbooks) on teaching English as a foreign language published in his home country and across Europe, in Canada and in China. Contact:Managing Editor: Anna Borowska, PhD, [email protected].
Author | : Stacey, Elizabeth |
Publisher | : IGI Global |
Total Pages | : 382 |
Release | : 2009-04-30 |
Genre | : Education |
ISBN | : 1605662976 |
Provides insight into the practice of blended learning in higher education.
Author | : Rahma Al-Mahrooqi |
Publisher | : Cambridge Scholars Publishing |
Total Pages | : 320 |
Release | : 2014-10-17 |
Genre | : Language Arts & Disciplines |
ISBN | : 1443870048 |
Language learning is a complex and challenging endeavor. For students to achieve the desired proficiency in English as a Foreign Language (EFL) their institutions need to invest time, effort and huge resources in order to cater for different learning styles. To be cost effective, many language-teaching institutions strive to provide intensive foreign language (FL) instruction to reduce the time period needed to learn the target language. This explains the current interest in combining differe...
Author | : Catlin R. Tucker |
Publisher | : Corwin Press |
Total Pages | : 194 |
Release | : 2020-01-09 |
Genre | : Education |
ISBN | : 1544389507 |
Rethink the roles, responsibilities, and workflow in your blended learning classroom and enjoy balance in your life. Blended learning offers educators the opportunity to reimagine teaching and learning. It allows teachers to partner with their students to assess, track, and reflect on learning. This partnership gives teachers more time and energy to innovate and personalize learning while providing students the opportunity to be active agents driving their own growth. If one thing is certain after the 2019-2020 school year, blended learning is here to stay. Learning must be a shared endeavor between the teacher and the learner. This book provides teachers with strategies to rethink traditional workflows to make teaching practices sustainable. Written by blended learning expert, Catlin Tucker, this resource provides teachers with concrete strategies and resources they can use to partner with their students to actively engage them in setting goals, monitoring their development, reflecting on their growth, using feedback to improve work, assessing the quality of their work, and communicating their progress with parents. Balance With Blended Learning includes Practical strategies for teachers overwhelmed by their workloads Routines and protocols designed to move feedback and assessment into the classroom to eliminate much of the work teachers take home Ready-to-use templates and resources designed to help students take an active role in tracking, monitoring, and reflecting on their progress Vignettes written by teachers across disciplines Stories from the author′s extensive experience both as a teacher and blended -learning coach Redefining roles in a blended learning classroom encourages students to take ownership over their learning journeys and helps teachers feel more effective, efficient, and energized.
Author | : Glenn Stockwell |
Publisher | : Cambridge University Press |
Total Pages | : |
Release | : 2012-02-02 |
Genre | : Language Arts & Disciplines |
ISBN | : 1107379210 |
Computer-assisted language learning (CALL) is an approach to teaching and learning languages that uses computers and other technologies to present, reinforce, and assess material to be learned, or to create environments where teachers and learners can interact with one another and the outside world. This book provides a much-needed overview of the diverse approaches to research and practice in CALL. It differs from previous works in that it not only surveys the field, but also makes connections to actual practice and demonstrates the potential advantages and limitations of the diverse options available. These options are based squarely on existing research in the field, enabling readers to make informed decisions regarding their own research in CALL. This essential text helps readers to understand and embrace the diversity in the field, and helps to guide them in both research and practice.
Author | : Margaret Nicolson |
Publisher | : |
Total Pages | : 0 |
Release | : 2011 |
Genre | : Adult education |
ISBN | : 9781906716202 |
Written for those teaching languages in adult, further and higher education this edited volume offers a comprehensive overview of the key issues faced in teaching languages in blended, open and distance contexts. Intended, in particular, for staff development the book examines the impact of different learning environments on pedagogic practice and recognizes the particular socio-cultural, psycho-linguistic and cognitive issues that have to be taken into account when working with diverse adult language learners in flexible settings.
Author | : Norman D. Vaughan |
Publisher | : Athabasca University Press |
Total Pages | : 154 |
Release | : 2013-12-01 |
Genre | : Education |
ISBN | : 1927356474 |
Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes. Built upon the theoretical framework of the Community of Inquiry – the premise that higher education is both a collaborative and individually constructivist learning experience – the authors present seven principles that provide a valuable set of tools for harnessing the opportunities for teaching and learning available through technology. Focusing on teaching practices related to the design, facilitation, direction and assessment of blended learning experiences, Teaching in Blended Learning Environments addresses the growing demand for improved teaching in higher education.