Teaching English as a Foreign Language from a New Literacy Perspective: A Guide for Egyptian EFL Student Teachers

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Autor/in	Abdallah, Mahmoud M. S.
Titel	Teaching English as a Foreign Language from a New Literacy Perspective: A Guide for Egyptian EFL Student Teachers
Quelle	(2021), (195 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Student Teachers; Teacher Education Programs; Language Teachers; Teaching Methods; Teacher Competencies; Undergraduate Students; Literacy Education; Faculty Development; Guides; Information Technology; Vocabulary Development; Grammar; Language Skills; Pedagogical Content Knowledge; Technological Literacy; Computer Mediated Communication; 21st Century Skills; Multiple Literacies; Lesson Plans; Reading Instruction; Writing Instruction; Oral Language; Speech Communication; Egypt + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Handbuch; Leitfaden; Informationstechnologie; Wortschatzarbeit; Grammatik; Language skill; Sprachkompetenz; Pädagogische Kompetenz; Technisches Wissen; Computerkonferenz; Lesson planning; Unterrichtsplanung; Leseunterricht; Schreibunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Ägypten
Abstract	Teaching English as a Foreign Language from a New Literacy Perspective (2nd edition) is intended to be both a guide for EFL student teachers (i.e. prospective teachers of English enrolled in pre-service EFL teacher education programmes provided by faculties of education at the undergraduate level), and a resource book for EFL teacher educators teaching the TESOL/TEFL Methodology courses for EFL student teachers. The book is also useful as a reference to in-service English language teachers who would like to improve their language teaching practices and keep their teaching competencies up to date. In particular, the book is intended to be an updated resource in the field that considers the new literacy perspectives, and subsequently, the new reality of English language learning (Chapter One). This new reality has been considerably shaped by the technological innovations and the subsequent new literacy practices that have recently come to the fore with the unprecedented influence of the Web in our life. Moreover, the book is the culmination of my theoretical and practical experience as a teaching staff of TESOL/TEFL Methodology who has been working with Egyptian EFL student teachers for more than 20 years. It chronologically provides a comprehensive review of the prominent English language teaching/learning methods (Chapter Two). Then, it deals with lesson planning in a very informative, practical and detailed way appropriate for beginners and novice English language teachers (Chapter Three). After that, it covers teaching new language items, namely teaching new English vocabulary (Chapter Four) and teaching grammar/structure (Chapter Five). Then, it deals with teaching the main language skills: listening (Chapter Six), speaking and oral communication (Chapter Seven), reading (Chapter Eight), and writing (Chapter Nine). Along with the basic knowledge that EFL student teachers need to gain and the teaching skills they need to develop, the book also conveys my understanding of how TESOL/TEFL should be tackled within the Egyptian context in the light of the new literacy challenges imposed by the 21st century, and the subsequent new literacy theories that have been recently influencing language teaching and learning. In addition, it tackles the main language aspects (e.g., vocabulary and grammar) and the main language skills (i.e. listening, speaking, reading, and writing) from a new literacy perspective that recognises the important role of many Web-based facilities (e.g., Google, E-mail, Chat, Wikipedia, and Facebook) as online spaces for learning and practising English as a foreign language. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01