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What English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes). Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula-linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning. Features * Situated in current research in the field of English language teaching and other disciplines that inform it * Sample data, including classroom vignettes * Three kinds of activities/tasks: Reflect, Explore, and Expand
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Table of Contents

Brief ContentsPreface Acknowledgements Part I: Contexts for ELT Curricula 1 The Nature of Curriculum Design 2 Social, Political, and Historical Contexts 3 The World of ELT 4 Technological Context Part II: Key Processes in Curriculum Design 5 The Cycle of Curriculum Design 6 Using Curriculum to Connect Lessons, Courses, and Programs7 Quality Assurance and Curriculum Part III: Linguistic-based Curricula8 The Structural Approach9 The Notional-Functional Approach 10 The Academic Language Functions Approach11 A Genre and Text-based Approach12 A Vocabulary Approach 13 A Skills-based Approach Part IV: Content-based Curricula14 The Integration of Content and Language 15 Topical and Situational ApproachesPart V: Learner Centered Curricula16 A Negotiated Curriculum17 A Humanistic Curriculum 18 A Task-based Curriculum Part VI: Learning Centered Curricula19 Outcome-based Education 20 Competency-based Curriculum 21 Standards-based Curriculum

About the Author

MaryAnn Christison is Professor, University of Utah, Department of Linguistics and the Urban Institute for Teacher Education, USA. Denise E. Murray is Professor Emerita, Macquarie University, Australia and Professor Emerita, San Jose State University, USA.

Reviews

"This text is a necessity as Ministries of Education are looking at adopting new curricula in their countries." -Dolores E. Parker, Independent Consultant, and Department of State, Regional English Language Officer (ret.), USA "Very timely for teacher education programs in EFL settings. This text will provide prospective teachers with the theoretical and practical knowledge they need about curriculum development." -Aysegul Daloglu, Middle East Technical University, Turkey "Authors Christison and Murray are well known throughout the world for their stellar contributions to the field of English language teaching. Their understanding of language curriculum issues is closely tied to their real-world experiences with curriculum design and curriculum renewal projects at their home institutions and in institutions, large and small, around the world. The real-world examples throughout [this text] will be welcomed by both pre-service and in-service teachers." -Fredricka L. Stoller, Northern Arizona University, USA "The book's many strengths include its general accessibility in terms of style and content for its target audience, and the experience of its two authors, which help this volume to successfully bridge the theory-practice divide. ... A valuable handbook-type resource on topics that are fundamental to ELT." -The TESOLANZ Journal "This book is recommended for its readability and for its impressive breadth. It provides a very sensible and comprehensive introduction to the field of curriculum for undergraduate and novice teachers of English. For others - postgraduates, academics, professionals - it provides a solid reference point from which to delve more deeply elsewhere into the particular areas that are of interest to the reader." -Perspectives "Overall, Christison and Murray's What English Language Teachers Need to Know Volume III: Designing Curriculum has three strong points. First, it is an easy-to-read and approachable book with varied examples, definitions of key terms, and a clear structure to each chapter. Second, it covers a lot of material, from the context and the development of curriculum to an introduction of 14 different types of curricula. Third, the resources within each chapter allow the book to be easily utilized in a classroom setting or in the great number of distance education TESOL courses now available." -JALT Journal

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