Teacher's Resource book Contains background information on the industry to help you teach with confidence Additional activities and tests for extra practice and support
Visuals for the Language Classroomis a practical guide to the visual materials commonly available to the classroom teacher. It describes the characteristics of the various media and shows how a sensitive understanding of these characteristics will lead the teacher to fresh, dynamic and efficient activities in the language classroom. All the ideas in this book can be copied by any teacher with the minimum of time, money or artistic talent. Many of the hundreds of examples have been illustrated by the authors themselves.
Making culture a more central concept in the texts and contexts of teacher education is the focus of this book. It is a rich account of the author's investigation of teacher book club discussions of ethnic literature, specifically ethnic autobiography--as a genre from which teachers might learn about culture, literacy, and education in their own and others' lives, and as a form of conversation and literature-based work that might be sustainable and foster teachers' comprehension and critical thinking. Dr. Florio-Ruane's role in the book clubs merged participation and inquiry.
It is important for any discipline, particularly in its early phases, that its historical evolution should be well understood by those involved. Language and culture pedagogy, and foreign language teaching as a specific and major component, is carried out by professionals, by teachers with a professional training. Training involves acquiring the accepted wisdom and current knowledge and understanding of a discipline, and the practical skills to carry it out, whether this is teaching medicine, law or whatever. Those who are entrusted to professionals, and who put their trust in professionals, do so because they know that they are trained. Training for law and medicine has long been located in universities, whereas it is in most countries only in relatively recent times that teacher training has been moved there from institutions that specialised in teacher training and did not have the functions of a university.
This book contains case studies relating the experience of bilingual children in various settings in New Zealand primary schools. The contexts include a Maori bilingual school, a Samoan bilingual unit, and mainstream classrooms which cater for immigrant and deaf children. Suggestions for educational policy, teacher development and research are made.
Teacher's Resource book
