Authenticity in the Language Classroom and Beyond: Adult Learners

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Sonst. Personen	Rilling, Sarah (Hrsg.); Dantas-Whitney, Maria (Hrsg.)
Titel	Authenticity in the Language Classroom and Beyond: Adult Learners
Quelle	(2009), (270 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9311-8560-8
Schlagwörter	Video Technology; Web Sites; Photography; Student Projects; Electronic Publishing; Natural Disasters; Reading Programs; Audiences; Adult Students; Second Language Learning; Second Language Instruction; English (Second Language); Creativity; Periodicals; Tourism; Culturally Relevant Education; Foreign Countries; Mathematics; English for Special Purposes; Material Development; Service Learning; Food Service; Teaching Assistants; Foreign Students; Portfolios (Background Materials); Peer Evaluation; Phrase Structure; Intercultural Communication; Instructional Materials; Tajikistan + Suchen Sie Ihr Suchwort? Web-Design; Fotografie; Schulprojekt; Elektronisches Publizieren; Natural disaster; Naturkatastrophe; Spectator; Zuschauer; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kreativität; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Tourismus; Ausland; Mathematik; Lehrmaterialentwicklung; Service-Learning; Phrasenstruktur; Interkulturelle Kommunikation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Tadschikistan
Abstract	Adult language learners have specific learning goals that reflect their lives within a global society, and adults negotiate multiple and changing identities throughout their personal, academic, and professional lives. Chapters in "Authenticity in the Language Classroom and Beyond: Adult Learners" highlight how teachers have the ability to transform language instruction from a mechanical learning experience to a dynamic interaction to assist learners in reaching real-world goals. Rather than focus only on native-speaker norms of language production, English language instruction can provide adult learners with opportunities to create and act on their own texts, engage meaningfully with audiences, and develop interactions that mirror their purpose for learning. The chapters in this volume demonstrate how language teaching practices engage learners in authentic experiences, using and producing texts to meet international and localized communication needs. All the chapters in this volume demonstrate that authenticity is more than just the materials we use. Authenticity also means using language for real purposes. It means engaging students in collaborative learning, involving discussions, negotiations, and decision making. Authenticity is creating real uses for English, not just modeling native-speaker language and culture. With English increasingly being used as a lingua franca to connect second language speakers, authenticity takes on new meanings as we seek to develop learners who can face the challenge of communicating effectively in an increasingly globalized world. This book contains 22 chapters. Chapters include: (1) Introduction: Authenticity, Creativity, and Localization in Language Learning (Sarah Rilling and Maria Dantas-Whitney); (2) Where Can I Get My Shoe Fixed? Authentic Tasks for Students in EFL Settings (Jan Edwards Dormer); (3) Sharing Our Culture With Visitors: English for Tour Guides (Janet M. D. Higgins); (4) Oh, the Places You'll Go: Creating a Class City Guide (Laura Ramm); (5) Magazine as Project-Based Learning (Hoang Thi Ngoc Diem); (6) Language Training a la Carte (Peggy Allen Heidish); (7) Using Authentic Texts to Facilitate Culturally Relevant Extensive Reading Programs in Tajikistan (Lori Fredricks); (8) The English of Math--It's Not Just Numbers! (Kathy Ewing and Bill Huguelet); (9) Readers' Theater: Turbo-Charged Language Acquisition (Gary Carkin, Sarah Dodson-Knight, Alexis Gerard Finger, Silvia Rodriguez Spence, Nigel A. Caplan and Judy Trupin); (10) Inexpensive, Effective ESP Material Development for the EFL Classroom (Marvin D. Hoffland and Oswald Jochum); (11) Exploring the Global Landscape Through Language and Service Learning (Beth Kozbial Ernst and Megan Allen); (12) Creating a Technical Career ESL Program Through Community Partnerships (Gilda Rubio-Festa and Rebeca Fernandez); (13) Climate Change and Other Hot Topics on Campus: Project-Based Learning (Marianne Stipe and Lora Yasen); (14) This Class Is a Disaster: Public Information, Natural Disasters, and the ESL Classroom in the United States (Christopher Miles and Bill Powell); (15) The Times They Are A-Changing: Strategies for Exploiting Authentic Materials in the Language Classroom (Alex Gilmore); (16) Lights, Camera, Action: Scripts for Language Learning (Gregory Strong); (17) Authentic Video as Passport to Cultural Participation and Understanding (Christopher Stillwell); (18) Sharing the Food and Fun Through Restaurant Review Blogs: An Integrated-Skills Project Approach (Timothy R. Healy); (19) Using Wikis for Collaborative Writing and Intercultural Learning (Geoffrey P.J. Lawrence, Terry Compton, Clayton Young, and Hazel Owen); (20) Developing Specialized Discourse Resources for International Teaching Assistants Using a Multimedia Wiki (Barbara Gourlay, David Kanig, Joan Lusk, and Stewart Mader); (21) I Tube . . . Do YouTube? Virtual Portfolios for Reflective Learning and Peer Review (Kathleen Snyder-Parampil and Joel Hensley); and (22) Medical Doctors Using Authentic Webcast Lectures to Learn Lexical Phrases (Susan Olmstead-Wang). References and an index are included. (ERIC).
Anmerkungen	Teachers of English to Speakers of Other Languages, Inc. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10