Debates in ESOL Teaching and Learning

Cultures, Communities and Classrooms

Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Study Aids, ESL
Cover of the book Debates in ESOL Teaching and Learning by Kathy Pitt, Taylor and Francis
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Author: Kathy Pitt ISBN: 9781134260294
Publisher: Taylor and Francis Publication: November 16, 2005
Imprint: Routledge Language: English
Author: Kathy Pitt
ISBN: 9781134260294
Publisher: Taylor and Francis
Publication: November 16, 2005
Imprint: Routledge
Language: English

This unique book provides a lively introduction to the theory and research surrounding the adult learning of English for Speakers of Other Languages. Offering a digest and discussion of current debates, the book examines a wide geographical and social spread of issues, such as:

* how to understand the universal characteristics of learning an additional language
* what makes a 'good' language learner
* multilingualism and assumptions about monolingualism
* learning the written language
* the effect of recent Government immigration policy on language learning processes.

As a majority of adults learning ESOL are from communities of immigrants, refugees and asylum seekers, understanding the diversity of social and personal history of learners is a critical dimension of this book. It also recognises the social pressures and tensions on the learners away from the classroom and discusses various types of classroom and language teaching methodologies.

Full of practical activities and case studies, this book is essential reading for any basic skills teacher undertaking a course of professional development, from GNVQ through to post-graduate level.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This unique book provides a lively introduction to the theory and research surrounding the adult learning of English for Speakers of Other Languages. Offering a digest and discussion of current debates, the book examines a wide geographical and social spread of issues, such as:

* how to understand the universal characteristics of learning an additional language
* what makes a 'good' language learner
* multilingualism and assumptions about monolingualism
* learning the written language
* the effect of recent Government immigration policy on language learning processes.

As a majority of adults learning ESOL are from communities of immigrants, refugees and asylum seekers, understanding the diversity of social and personal history of learners is a critical dimension of this book. It also recognises the social pressures and tensions on the learners away from the classroom and discusses various types of classroom and language teaching methodologies.

Full of practical activities and case studies, this book is essential reading for any basic skills teacher undertaking a course of professional development, from GNVQ through to post-graduate level.

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