2 black & white tables, 11 black & white line drawings
Ann Swarbrick, Ernesto Macaro, Patricia Driscoll
Table Of Contents
Introduction Patricia Driscoll, Ernesto Macaro, Ann Swarbrick Part I: Overview 1. Languages Over the Past 40 Years: Does history repeat itself? Richard Johnstone 2. Cognitive Processing and Foreign Language Use John Field 3. Evidence Informed Practice as an Effective Approach to Teacher Development Ann Swarbrick Part II: Issues in the Classroom 4. Listening and Understanding Robert Vanderplank 5. Speaking Interactively Katie Lee 6. Developing Reading and Decoding in the MFL Classroom Robert Woore 7. Learning and Teaching Writing in the FL Classroom: Fostering writing-to-learn approaches Rosa M. Manchon 8. Grammar: The never ending great debate Ernesto Macaro 9. Vocabulary and Formulaic Language: Where to begin? Ron Martinez 10. Cultural Awareness: Should it be taught, can it be taught? Mairin Hennebry 11. Developments in Formative Assessment: A retrograde step for teaching and learning Jane Jones Making Progress in Languages: Issues around transition Amanda Barton 12. The Many Faces of Motivation Suzanne Graham 13. Learning Strategies, Autonomy and Self-Regulated Learning Michael Grenfell and Vee Harris Part III: Educational Debates 14. Making the Case for the Future of Languages Rosamond Mitchell 15. Creative Practice in the Languages Classroom Marie Ryan 16. Content Language Integrated Learning: Has its time come? Philip Hood 17. Managing Learners' Needs: Policy, research and practiceJill Llewellyn-Williams 18. A New Era for Primary Languages Patricia Driscoll
Patricia Driscoll is Reader in Education at Canterbury Christ Church University, UK. Ernesto Macaro is Professor of Applied Linguistics at the University of Oxford, UK. Ann Swarbrick is Languages Education Lead at CfBT Education Trust, UK, and President of the Association for Language Learning.