Using the same material that you used in part (a), critically analyze the course-book material in relation to ONE of the following themes:
(1) Classroom Interaction: In what ways does the material facilitate classroom interaction? What kind of interaction could be facilitated or could not be facilitated by the material? Why do you think that the content of the material has been chosen to carry out these activities?
(2) Globalization: How is a world view of English portrayed through the material? How are issues of culture and linguistic imperialism carried through or countered in the material? What do you think are some of the positive or negative consequences of using this material?
(3) Assessment: Are there links between the course-book material and the format/content of international examinations? What effects do you think this might have on the approach to teaching adopted by a teacher? How is language learning assessed through the material?
Poster – on March 10 and 24 there will be poster presentations. Each person will create a dummy student book page for a course book or a page illustrating someone who is pluralingual.
Your critical analysis of the course-book material will be supported by close reference to the literature of the theme you have chosen. Any claims made about good practice or appropriate teaching methods should be related to the literature.
Successful completion of the above assignments will entail:
? Critical analysis and interpretation of hand-out materials, recommended reading and other relevant literature (as appropriate);
? Evidence from the context(s) you have selected in the form of a description of classroom practice or procedures;
? Analysis and interpretation of data generated;
? Reflection and introspection on (a) the teaching and learning process, (b) your own professional development.
• CORE READING
Block, D., & Cameron, D. (Eds.). (2002). Globalization and language teaching. London: Routledge.
Candlin, C., & Mercer, N. (Eds.). (2000). English teaching in its social context: A reader. London: Routledge.
Coste, D., Moore, D., & Zarante, G. (2009) Plurilingual and Pluricultural Competence (French version originally published in 1997). Studies towards a Common European Framework of Reference for Language Learning and Teaching. Strasbourg: Council of Europe Publishing
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon: Multilingual Matters.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.
Edwards, A., & Westgate, D. (1994). Investigating classroom talk. London: Falmer Press.
Edwards, V. (1998). The power of Babel: Teaching and learning in multilingual classrooms. Stoke-on-Trent: Trentham.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
Fulcher, G., & Davidsin, F. (2006). Language testing and assessment: An advanced resource book. London: Routledge.
Graddol, D., Leith, D., Rhys, M., & Gillen, J. (Eds.). (2006). Changing English. London: Routledge.
Hill, K., & McNamara, T. (2012). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29(3), 395-420.
Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.
Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge: Cambridge University Press.
Jenkins, J. (2003). World Englishes: A resource book for students. London: Routledge.
Kachru, B. B. (Ed.). (1992). The other tongue: English across cultures (2nd ed.). Urbana: University of Illinois Press.
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
Kramsch, C. (Ed.). (2002). Language acquisition and language socialization: Ecological perspectives. London: Continuum.
McNamara, T. (2000). Language testing. Oxford: Oxford University Press.
Nunan, D., & Choi, J. (Eds.). (2010). Language and culture. New York: Routledge.
Pennycook, A. (2006). Global Englishes and transcultural flows. London: Routledge.
Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Oxford: Blackwell.
Stille, S. and Cummins, J. (2013), Foundation for Learning: Engaging Plurilingual Students’ Linguistic Repertoires in the Elementary Classroom. TESOL Quarterly, 47: 630–638.
Taylor, S. K., & Snoddon, K. (2013). Plurilingualism in TESOL: Promising Controversies. TESOL Quarterly, 47(3), 439-445.
Tomlinson, B. (Ed.). (2003). Developing materials for language teaching. London: Continuum.
Tomlinson, B., & Masuhara, H. (2013). Adult coursebooks. ELT journal, 67(2), 233-249.
Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Longman.
Vorstman, E. L. P. (2011). Should Young (Bilingual) Children Learn a New Language at School?. Child Health and Education, 3(2), 91-105.
Walsh, S. (2006). Investigating classroom discourse. London: Routledge.
• DESIRABLE READING
Allwight, R., & Bailey, K. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.
Alred, G., Byram, M., & Fleming, M. (Eds.). (2003). Intercultural experience and education. Clevedon: Multilingual Matters.
Bailey, K. M., & Nunan, D. (Eds.). (1996). Voices from the language classroom: Qualitative research in second language acquisition. Cambridge: Cambridge University Press.
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (2nd ed.). New York: Pearson Education.
Burns, A., & Coffin, C. (Eds.). (2000). Analyzing English in a global context: A reader. London: Routledge.
Byram, M., Nichols, A., & Stevens, D. (Eds.). (2001). Developing intercultural competence in practice. Clevedon: Multilingual Matters.
The others are in the file which i will uploaded
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