Team Teaching and Team Learning in the Language Classroom (eBook, PDF)

Collaboration for innovation in ELT
Redaktion: Tajino, Akira; Dalsky, David; Stewart, Tim

• Format: PDF

Produktbeschreibung

This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of 'team' to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.

---

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 216
• Erscheinungstermin: 14. Dezember 2015
• Englisch
• ISBN-13: 9781317513193
• Artikelnr.: 44472878

Autorenporträt

Akira Tajino, Ph.D., is Professor of Educational Linguistics and a founding member of the International Academic Research and Resource Center for Language Education (i-ARRC), as well as the Graduate Course of Foreign Language Acquisition and Education at Kyoto University, Japan. His research interests include EAP, pedagogical grammar, and classroom research. He has served on the editorial panel of several journals including ELT Journal. Tim Stewart is a founding member of the International Academic Research and Resource Center for Language Education (i-ARRC) at Kyoto University. He has been an associate editor of TESOL Journal since 2009 and is the editor of the new TESOL International Association book series Voices from the TESOL Classroom. David Dalsky, Ph.D., is Associate Professor of Social Psychology and a founding member of the International Academic Research and Resource Center for Language Education (i-ARRC) at Kyoto University. He publishes internationally in both cross-cultural psychology and applied linguistics. His research interests include EAP, indigenous psychology and cross-cultural psychology.

Inhaltsangabe

Foreword: Dick Allwright Preface: Akira Tajino Part 1: Characterising ELT
collaboration and innovation 1. Introduction: Situating collaboration, team
teaching, team learning and innovation in ELT practice, Tim Stewart 2.
Beyond team teaching: An introduction to team learning in language
education, Akira Tajino and Craig Smith Part 2: Team teaching
collaborations 3. A sociocultural analysis of effective team teaching in a
Japanese language classroom, Tatsuhiro Yoshida 4. Collaboration between
English language and content teachers: Breaking the boundaries, Chris
Davison 5. Doing international development through team teaching, Bill
Perry 6. Beyond the deficit model: Co-constructing team teaching to address
learner goals and needs, Francesco Bolstad and Lori Zenuk-Nishide 7.
Interdisciplinary collaboration to promote L2 science literacy in Hong
Kong, Chaoqi Fan and Yuen Yi Lo Part 3: Collaborative innovations beyond
team teaching 8. Communication, technology and collaboration for
innovation, Julian Edge and Mariam Attia 9. The dynamics of team learning
in the creation of a higher education learning community: A narrative
inquiry, Tim Stewart 10. The leregogy of curriculum design: Teaching and
learning as relational endeavours, David Rehorick and Sally Rehorick 11. A
5000-mile virtual collaboration of team teaching and team learning, David
Dalsky and Mikel Garant 12. Peer mentoring for beginning teachers: Factors
contributing to professional identity development, Hoa Thi Mai Nguyen