Target Language, Collaborative Learning and Autonomy

Erscheinungsjahr 1997
ISBN: 978-1-85359-368-0
Verlag: Multilingual Matters

Buch, Englisch, 240 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 354 g

This book explores the relevance that second language research has for the secondary foreign language classroom. It analyses the concept of teaching and learning exclusively through the target language. This concept is then related to two current pedagogical tendencies: peer collaboration and learner autonomy.

Autoren/Hrsg.

Macaro, Ernesto

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Introduction

1. A National Curriculum or a Framework for Methodology?

2. lnterpretations of Communicative Language Teaching

3. The Teacher as Input

4. The Pupil as Learner

5. Collaborative Learning

6. Learner Autonomy

7. ls a National Methodology Desirable?

Über Autor(innen)

Macaro, Ernesto
Ernesto Macaro is Emeritus Professor of Applied Linguistics at the University of Oxford in the Department of Education. Before becoming a teacher trainer and researcher he was a language teacher in secondary schools in the UK for 16 years. For many years his research has focused on second language learning strategies and on the interaction between teachers and learners in second language classrooms. He now applies these foci to classrooms where academic content is being taught through English. He has published widely on these topics and is now considered a world-expert on English Medium Instruction.

Ernesto Macaro became a second language learner at the age of eight and a foreign language learner at the age of thirteen. Building on this personal experience, he taught for many years in secondary schools in England and is now a lecturer and researcher in Modern Languages Education at the University of Reading.