Essential Competencies for English-medium University Teaching
-15%
portes grátis
Essential Competencies for English-medium University Teaching
Breeze, Ruth; Sancho Guinda, Carmen
Springer International Publishing AG
06/2018
307
Mole
Inglês
9783319822266
15 a 20 dias
4978
Descrição não disponível.
Foreword by Ema Ushioda.- Introduction by Carmen Sancho Guinda, Ruth Breeze.- Making essential competencies visible in higher education by Carmen Sancho Guinda and Ruth Breeze.- Part I: Critical Thinking.- On teaching critical thinking in English for Academic Purposes by Tim Moore.- Promoting critical cultural awareness in the international university by Ruth Breeze.- Critical thinking, language and problem-solving: Scaffolding thinking skills through debate by David Rear.- Indexicals and L2 learners' metadiscursive awareness by Francis Cornish.- Part II: Creativity.- In search of creativity by Alan Maley.- Teaching creatively and teaching for creativity by Teresa Cremin.- Creativity and digital literacies in English for Specific Purposes by Christoph A. Hafner, Lindsay Miller and Connie K.F. Ng.- Towards a corpus-attested definition of creativity as accessed through a subtextual analysis of student writing by Marija Milojkovic and Bill Louw.- Part III: Autonomy.- Three versions of learner autonomy and their implications for English-medium degree programmes by David Little.- Listening to local voices: Teachers' representations on learner autonomy by Faiza Bensemmane-Ihaddaden.- Reevaluating the roles of the stakeholders in language education: How student autonomy is promoted through projects in English for Specific Academc Purposes courses by Miriam Symon.- Learner autonomy and awareness through distance collaborative group work in English for Academic Purposes by Elisabet Arno-Macia.- Argumentation and floor management in computer-supported collaborative learning by Kenneth Keng Wee Ong and Sujata S. Kathpalia.- Rising spirals and virtuous circles: The interrelationship between motivation and learner autonomy by Ruth Wilkinson.- Part IV: Motivation.- Motivation in language learning by Lindy Woodrow.- Essential Motivational Group Dynamics: A Three-year Panel Study by Yoshifumi Fukada, Tim Murphey, Joseph Falout and Tetsuya Fukuda.- Managing and mediating the research element on Master's courses: The roles of course leaders and supervisors by Amos Paran, Fiona Hyland and Clare Bentall.- Authentic learning and student motivation: Building instructor and student confidence through genuine interaction and authentic classroom materials by Christine Jernigan.- Motivation, technology and language learning by Linda Weinberg.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Corpus linguistics and storytelling;Creativity in English language teaching;Critical thinking in English-medium instruction;Digital literacies;Distance collaborative group work in English;EFL and EMI in higher education settings;ELT methodology;ESAP courses;English medium instruction;Indexicals and L2 learners' metadiscursive awareness;Language and education;Language learner autonomy;Language-based transversal skills;Motivation in English language learning;Motivation in language learning;Technology and language learning;learning and instruction
Foreword by Ema Ushioda.- Introduction by Carmen Sancho Guinda, Ruth Breeze.- Making essential competencies visible in higher education by Carmen Sancho Guinda and Ruth Breeze.- Part I: Critical Thinking.- On teaching critical thinking in English for Academic Purposes by Tim Moore.- Promoting critical cultural awareness in the international university by Ruth Breeze.- Critical thinking, language and problem-solving: Scaffolding thinking skills through debate by David Rear.- Indexicals and L2 learners' metadiscursive awareness by Francis Cornish.- Part II: Creativity.- In search of creativity by Alan Maley.- Teaching creatively and teaching for creativity by Teresa Cremin.- Creativity and digital literacies in English for Specific Purposes by Christoph A. Hafner, Lindsay Miller and Connie K.F. Ng.- Towards a corpus-attested definition of creativity as accessed through a subtextual analysis of student writing by Marija Milojkovic and Bill Louw.- Part III: Autonomy.- Three versions of learner autonomy and their implications for English-medium degree programmes by David Little.- Listening to local voices: Teachers' representations on learner autonomy by Faiza Bensemmane-Ihaddaden.- Reevaluating the roles of the stakeholders in language education: How student autonomy is promoted through projects in English for Specific Academc Purposes courses by Miriam Symon.- Learner autonomy and awareness through distance collaborative group work in English for Academic Purposes by Elisabet Arno-Macia.- Argumentation and floor management in computer-supported collaborative learning by Kenneth Keng Wee Ong and Sujata S. Kathpalia.- Rising spirals and virtuous circles: The interrelationship between motivation and learner autonomy by Ruth Wilkinson.- Part IV: Motivation.- Motivation in language learning by Lindy Woodrow.- Essential Motivational Group Dynamics: A Three-year Panel Study by Yoshifumi Fukada, Tim Murphey, Joseph Falout and Tetsuya Fukuda.- Managing and mediating the research element on Master's courses: The roles of course leaders and supervisors by Amos Paran, Fiona Hyland and Clare Bentall.- Authentic learning and student motivation: Building instructor and student confidence through genuine interaction and authentic classroom materials by Christine Jernigan.- Motivation, technology and language learning by Linda Weinberg.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Corpus linguistics and storytelling;Creativity in English language teaching;Critical thinking in English-medium instruction;Digital literacies;Distance collaborative group work in English;EFL and EMI in higher education settings;ELT methodology;ESAP courses;English medium instruction;Indexicals and L2 learners' metadiscursive awareness;Language and education;Language learner autonomy;Language-based transversal skills;Motivation in English language learning;Motivation in language learning;Technology and language learning;learning and instruction
