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Teachers as course developers / edited by Kathleen Graves ; based on the accounts of Maria del Carmen Blyth ... [et al.]

Contributor(s): Graves, Kathleen.
Material type: TextTextSeries: Cambridge language education. Publisher: Cambridge [England] ; New York : Cambridge University Press, 1996Description: x, 213 p. ; 24 cm.ISBN: 0521497221 (hardback); 9780521497220; 052149768X (pbk.); 9780521497688.Subject(s): English language -- Study and teaching -- Foreign speakers -- Curricula | English teachers -- Training ofDDC classification: 428.007 Online resources: Publisher description | Table of contents | WorldCat details | Ebook Fulltext
Contents:
Table of contents 1. Teachers as course developers / Kathleen Graves -- 2. A framework of course development processes / Kathleen Graves -- 3. Designing workplace ESOL courses for Chinese health-care workers at a Boston nursing home / Johan Uvin -- 4. Designing a seventh-grade social studies course for ESL students at an international school / Pat Fisher -- 5. Designing an EAP course for postgraduate students in Ecuador / Maria del Carmen Blyth -- 6. Designing a writing component for teen courses at a Brazilian language institute / Maria Estela Pinheiro Franco -- 7. Planning an advanced listening comprehension elective for Japanese college students / Barbara Fujiwara -- 8. A curriculum framework for corporate language programs / Laura Hull.
Summary: Summary: "Teachers as Course Developers uses a unique case study approach to show how language teachers themselves - rather than curriculum specialists - develop and implement their own courses. Featured are the stories of six teachers who successfully designed their courses in different settings in Japan, the United States, and Latin America. The book provides a framework for the processes of course development which any teacher can use in planning his or her own courses. Each chapter highlights a different aspect of the framework based on the particular teacher's approach and examines how that teacher utilized or departed from the framework in order to meet the challenges of a particular situation. A set of tasks and discussion questions follows each narrative. An annotated bibliography is also included."--BOOK JACKET
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Item type Current location Collection Call number Copy number Status Date due Barcode Item holds
E-Book E-Book EWU Library
E-book
Non-fiction 428.007 TEA 1996 (Browse shelf) Not for loan
Text Text EWU Library
Reserve Section
Non-fiction 428.007 TEA 1996 (Browse shelf) C-1 Not For Loan 19958
Text Text EWU Library
Circulation Section
Non-fiction 428.007 TEA 1996 (Browse shelf) C-2 Available 27204
Text Text EWU Library
Circulation Section
Non-fiction 428.007 TEA 1996 (Browse shelf) C-3 Available 27205
Text Text EWU Library
Circulation Section
Non-fiction 428.007 TEA 1996 (Browse shelf) C-4 Available 27206
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Includes bibliographical references and index.

Table of contents 1. Teachers as course developers / Kathleen Graves --
2. A framework of course development processes / Kathleen Graves --
3. Designing workplace ESOL courses for Chinese health-care workers at a Boston nursing home / Johan Uvin --
4. Designing a seventh-grade social studies course for ESL students at an international school / Pat Fisher --
5. Designing an EAP course for postgraduate students in Ecuador / Maria del Carmen Blyth --
6. Designing a writing component for teen courses at a Brazilian language institute / Maria Estela Pinheiro Franco --
7. Planning an advanced listening comprehension elective for Japanese college students / Barbara Fujiwara --
8. A curriculum framework for corporate language programs / Laura Hull.

Summary:
"Teachers as Course Developers uses a unique case study approach to show how language teachers themselves - rather than curriculum specialists - develop and implement their own courses. Featured are the stories of six teachers who successfully designed their courses in different settings in Japan, the United States, and Latin America. The book provides a framework for the processes of course development which any teacher can use in planning his or her own courses. Each chapter highlights a different aspect of the framework based on the particular teacher's approach and examines how that teacher utilized or departed from the framework in order to meet the challenges of a particular situation. A set of tasks and discussion questions follows each narrative. An annotated bibliography is also included."--BOOK JACKET

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