The Push Towards Communicative Language Teaching And Its Impact On The Korean Classroom


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The Push Towards Communicative Language Teaching and Its Impact on the Korean Classroom


The Push Towards Communicative Language Teaching and Its Impact on the Korean Classroom

Author: Philip Elwell

language: en

Publisher: GRIN Verlag

Release Date: 2011-11


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Scientific Essay from the year 2011 in the subject Speech Science / Linguistics, grade: C, University of Leicester, course: MA TESOL and Applied Linguistics - Second language teaching and learning, language: English, abstract: This paper will review through the aims of communicative teaching, examining the roles of both the teacher and the learner as well as the significant traits of the communicative classroom. It will examine the recent changes in educational policy within Korea looking at its move towards communicative language teaching and the impact which this has had on the traditional Korean classroom. It will briefly look at how communicative language teaching and the Korean Confucius mindset relate. Finally it will examine the difficulties that teachers face when implementing a communicative approach and the implications that this approach will have.

The Handbook of Informal Language Learning


The Handbook of Informal Language Learning

Author: Mark Dressman

language: en

Publisher: John Wiley & Sons

Release Date: 2020-02-03


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Provides a comprehensive and unique examination of global language learning outside of the formal school setting Authored by a prominent team of international experts in their respective fields, The Handbook of Informal Language Learning is a one-of-a-kind reference work and it is a timely and valuable resource for anyone looking to explore informal language learning outside of a formal education environment. It features a comprehensive collection of cutting edge research areas exploring the cultural and historical cases of informal language learning, along with the growing area of digital language learning, and the future of this relevant field in national development and language education. The Handbook of Informal Language Learning examines informal language learning from both theoretical and practical perspectives. Structured across six sections, chapters cover areas of motivation, linguistics, cognition, and multimodality; digital learning, including virtual contexts, gaming, fanfiction, vlogging, mobile devices, and nonformal programs; and media and live contact, including learning through environmental print, tourism/study abroad. The book also provides studies of informal learning in four national contexts, examines the integration of informal and formal classroom learning, and discusses the future of language learning from different perspectives. Edited by respected researchers of computer-mediated communication and second language learning and teacher education Features contributions by leading international scholars reaching out to a global audience Presents an exciting and progressive selection of chapters in a rapidly expanding field of research and teaching Provides a state-of-the-art collection of the theories, as well as the historical, cultural and international cases relating to informal language learning and its future in a digital age Covers 30 key topics that represent pioneering findings and new research The Handbook of Informal Language Learning is an essential resource for researchers, students, and professionals in the fields of language acquisition, English as a second language, and foreign language education.

Translanguaging in EFL Contexts


Translanguaging in EFL Contexts

Author: Michael Rabbidge

language: en

Publisher: Routledge

Release Date: 2019-03-26


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The purpose of this book is to promote the value of translanguaging in EFL teaching contexts. To date, translanguaging has been discussed mostly in regards to US and European contexts. This book will examine the teaching beliefs and practices of teachers within a South Korean elementary school context to evaluate the practices of current teachers who use translanguaging strategies when teaching. This examination utilizes sociological theories of pedagogic discourse to discuss the consequences of language exclusion policies on the peninsula. Using these theories, it presents an argument for why EFL contexts like South Korea need to reevaluate their current policies and understandings of language learning and teaching. By embracing translanguaging as an approach, the author argues, they will transform their traditional notions of language learning and teaching in order to view teachers as bilinguals, and learners as emerging bilinguals, rather than use terms of deficiency that have traditionally been in place for such contexts. This book's unique use of sociological theories of pedagogic discourse supports a need to promote the translanguaging ideology of language teaching and learning.