Provides an introduction to the theory and research surrounding the adult learning of English for Speakers of Other Languages. This book examines geographical and social spread of issues, and is suitable for teachers undertaking a course of professional development, from GNVQ through to post-graduate level. Series: New Approaches to Adult Language, Literacy and Numeracy S. Num Pages: 176 pages, 1 black & white tables, 2 black & white halftones. BIC Classification: JNP; JNU. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 234 x 156 x 15. Weight in Grams: 430. . 2005. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.

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Bibliographic Details

Title: Debates in ESOL Teaching and Learning: Cultures, Communities and Classrooms (New Approaches to Adult Language, Literacy and Numeracy)
Publisher: Routledge
Publication Date: 2005
Language: English
ISBN 10: 0415353742
ISBN 13: 9780415353748
Binding: Hardcover
Condition: New

About this title

Synopsis

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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Kathy Pitt

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