Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education

Savignon, Sandra J. (editor)

ISBN 10: 0300091567 ISBN 13: 9780300091564

Published by Yale University Press, New Haven, CT, 2002

Language: English

Condition: Used - Fine Soft cover

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x,243 pp. Mere hints of shelf wear, essentially as issued. Unmarked interior, square and uncreased binding. Size: 8vo - over 7�" - 9�" tall.

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Bibliographic Details

Title

Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education

Publisher

Yale University Press, New Haven, CT

Publication Date

2002

Language

English

ISBN 10

0300091567

ISBN 13

9780300091564

Binding

Soft cover

Edition

First Edition.

Condition

Fine

Book Type

Book

Seller catalogs

About this title

Synopsis

The emergence of English as a global language along with technological innovations and the growing need for learner autonomy is changing language teaching rapidly and profoundly. With these changes come new demands and challenges for teaching education programs.

This authoritative collection of writings highlights some of the best work being done today in the United States and abroad to make communicative competence an attainable goal. The contributors examine what has come to be known as communicative language teaching or CLT from the perspectives of teachers and teacher educators.

The book documents current reform initiatives in Japan the United States Hong Kong Taiwan and continental Europe to provide a global perspective on language teaching for communicative competence. Four major themes recur throughout the volume: the multifaceted nature of language teaching; the highly contextualized nature of CLT; the futility of defining a "native speaker" in the postcolonial postmodern world; and the overwhelming influence of high-stakes tests on language teaching. The book is a useful and valuable tool for language teachers teacher educators and policymakers.

About the Author

Sandra J. Savignon is professor of applied linguistics at Pennsylvania State University.

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