EDUENG1 - English Language and Literacy – Teaching and Learning Reading, Listening and Vocabulary - M.Ed on Education and Innovation - LibGuides at Emirates College for Advanced Education

eBooks

Literacy for the 21st Century by Gail E. Tompkins
ISBN: 9780134303215
Publication Date: 2017-01-01
Literacy for the 21st Century: A Balanced Approach, shares my vision for reading and writing instruction.
It covers the fundamental components of literacy, illustrates
how to teach strategies, identifies how to differentiate instruction to meet the diverse needs of students today, and
supports digital teaching and learning. In a nutshell, I’ve
written Literacy for the 21st Century to help you create a classroom climate where literacy flourishes, technology is a tool
to meet the needs of contemporary teaching and learning,
and differentiated instruction scaffolds instruction so all students can be successful
The Practice of English Language Teaching 5th Edition Book with DVD Pack by Jeremy Harmer
ISBN: 9781447980254
Publication Date: 2015-04-02
The Practice of English Language Teaching is an essential guide for teachers of English. It explains current pedagogy to teachers who want to access the most relevant ELT practices and incorporate them into their lessons. The Practice of English Language Teaching includes: English as a world language Theories of language and language learning Learner characteristics which influence teacher decisions Guidance on managing learning Teaching language systems (grammar, vocabulary and pronunciation) Teaching language skills (speaking, writing, listening and reading) Practical teaching ideas The role of technology (old and new) in the classroom Assessment for language learning in the digital age About the accompanying DVD which runs for 3 hours For the fifth edition of The Practice of English Language Teaching, we decided to take a film crew out to see what English language lessons look like in different places, in different situations and, crucially, with different age groups. And so we asked a number of teachers if they would let us film them at work, doing one of their 'normal' lessons. With that in mind, we went to Ankara in Turkey and filmed two teachers, Asli Nilüfer Usluel and Emel Atasoy, working with young learners. In the UK, we filmed at a residential summer school in the city of Oxford. Varinder Unlu and John Duthie taught teenagers from a variety of different countries and different language backgrounds. Back in Turkey, we had the chance to record lessons (taught by Zeynep Büyüktuna and Çigdem Özen) for adult Turkish students who were getting ready to study at an English-medium university. In Mexico, at a private language school, we had the good fortune to film teachers Juan Pablo Monfón Jiménez, Ricardo Fajardo Cortés and Araceli Menchaca Sánchez with their adult Mexican students. In each case, after the lesson, I was able to interview the teachers on camera so that I could ask them about their lessons and about the issues that came up as a result of their teaching choices.

SOFTWARE AND ONLINE RESOURCES

Electronic Recources

Week 1

Introduction to course

Being and becoming a lifelong learner as a teacher of English as an Additional Language

Required Readings

Harmer, J. (2019). The practice of English language teaching, 5^th edition. Pearson Longman. (Chapter 6 with a focus on teacher as language model and teacher as provider of comprehensible input).

Recommended Readings

Hoff, E., & Core, C. (2013). Input and language development in bilingually developing children. Seminars in Speech and Language, 34(4), 215-226. https://doi.org/10.1055/s-0033-1353448
Snow, C. E. (2014). Input to interaction to instruction: Three key shifts in the history of child language research. Journal of Child Language, 41(S1), 117-123. https://doi.org/10.1017/S0305000914000294

Week 2

How language and literacy is learned

Input, interaction and output

– comprehensible input, interaction and comprehensible output. Approaches to teaching and learning English: Balanced literacy

Required Readings

Harmer, J. (2019). The practice of English language teaching, 5^th edition. Pearson Longman. (Chapter 3 and 4 with a focus on acquisition vs learning, and approaches, methods, procedures and techniques).
Tompkins, G.E. (2017). Literacy for the 21^st century: a balanced approach. 7^th edition. Boston: Pearson.

Week 3

Vocabulary

The importance of vocabulary in learning a language – incorporating strategies for enhancing vocabulary across the curriculum

Required Readings

Harmer, J. (2019). The practice of English language teaching, 5^th edition. Pearson Longman. (Chapter 14 and 15)
Nation, P. (2013). My ideal vocabulary teaching course. In McAlister, J. and Nation, I.S.P. (Eds.) Case studies in language curriculum design - concepts and approaches in action around the world (pp. 61-74). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203847855-9/ideal-vocabulary-teaching-course-paul- nation?context=ubx&refId=59ab3b2f-4bc4-4e4a-aa33-edba6caf5800

Week 4

Receptive skills (reading and listening)

Methodological models and effective practices for teaching receptive skills

Required Readings

Harmer, J. (2019). The practice of English language teaching, 5^th edition. Pearson Longman. (Chapter 16B)

Week 5

Reading

Guiding principles and a balanced literacy approach Linking theory, principles and effective practices

Required Readings

Grabe, W., & Stoller, F. L. (2018). Building an effective reading curriculum: Guiding principles. In Newton, J.M., Ferris, D.R., Goh, C.C.M., Grabe, W., Stoller, F.L, and Vandergrift, L. (Eds.). Teaching English to second language learners in academic contexts (pp. 28-47). Routledge. https://ezproxy.ecae.ac.ae/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1704601&site=eds-live&scope=site
Tompkins, G.E. (2017). Literacy for the 21^st century: a balanced approach. 7^th edition. Boston: Pearson.

Week 6

Reading

Reading comprehension within a balanced literacy approach – Part 1

Required Readings

Tompkins, G.E. (2017). Literacy for the 21^st century: a balanced approach. 7^th edition. Boston: Pearson.

Recommended Readings

Johnson, E. M. (2019). Choosing and using interactional scaffolds: How teachers’moment-to-moment supports can generate and sustain emergent bilinguals’ engagement with challenging English texts. Research in the Teaching of English, 53(3), 245-269. https://library.ncte.org/journals/RTE/issues/v53-3/3003
Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10(3), 190–195. https://doi.org/10.1111/cdep.12184

Online resources

Guidelines for Running-Reading Record Assessment Guide (princeedwardisland.ca)

Week 7

Reading

Reading comprehension within a balanced literacy approach (focus on literature)

– Part 2

Required Readings

Tompkins, G.E. (2017). Literacy for the 21^st century: a balanced approach. 7^th edition. Boston: Pearson.

Recommended Readings

Serafini, F., & Moses, L. (2014). The roles of children’s literature in the primary grades. The Reading Teacher, 67(6), 465-468. https://doi.org/10.1002/trtr.1236
Snell, E. K., Hindman, A. H., & Wasik, B. A. (2015). How can book reading close the word gap? Five key practices from research. The Reading Teacher, 68(7), 560-571. https://doi.org/10.1002/trtr.1347

Week 8

Reading

The place of decoding and phonics within a balanced literacy approach

Required Readings

Ehri, L.C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(S1), S45– S60. https://doi.org/10.1002/rrq.334
Spencer, M., & Wagner, R. K. (2017). The comprehension problems for second- language learners with poor reading comprehension despite adequate decoding: A meta-analysis. Journal of Research in Reading, 40(2), 199-217. https://doi.org/10.1111/1467-9817.12080

Week 9

Extensive and intensive listening

Linking theory, principles and effective practices

Required Readings

Harmer, J. (2019). The practice of English language teaching, 5^th edition. Pearson Longman. (Chapter 18)

Online resources

https://www.teachingenglish.org.uk/article/a-framework-planning-a-listening- skills-lesson

Week 10

Feedback and assessment

Critical perspectives on and innovations in formative and summative assessment and the role of feedback in the English language classroom

Required Readings

Afflerbach, P. (2016). Reading assessment: Looking ahead. The Reading Teacher, 69(4), 413–419. https://doi.org/10.1002/trtr.1430
Harmer, J. (2019). The practice of English language teaching, 5^th edition. Pearson Longman. (Chapter 22)

Recommended Readings

Davis, D. S., & Vehabovic, N. (2018). The dangers of test preparation: What students learn (and don’t learn) about reading comprehension from test-centric literacy instruction. The Reading Teacher, 71(5), 579. https://doi.org/10.1002/trtr.1641

Week 11

Planning and preparing for English Language teaching and learning Review

Required Reading

Harmer, J. (2019). The practice of English language teaching, 5^th edition. Pearson Longman.

M.Ed on Education and Innovation: EDUENG1 - English Language and Literacy – Teaching and Learning Reading, Listening and Vocabulary

COURSE DESCRIPTION

eBooks

SOFTWARE AND ONLINE RESOURCES

Guidelines for Running-Reading Record Assessment Guide (princeedwardisland.ca

https://www.teachingenglish.org.uk/article/a-framework-planning-a-listening-skills-lesson

Electronic Recources