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: Text

TextLanguage: English Series: Cambridge language educationPublication details: Cambridge [England] ; New York : Cambridge University Press, 1996. Description: x, 213 p. ; 24 cmISBN: 0521497221 (hardback); 9780521497220; 052149768X (pbk.); 9780521497688Subject(s): English language -- Study and teaching -- Foreign speakers -- Curricula | English teachers -- Training ofDDC classification: 428.007 LOC classification: PE1128 | .T357 1996Online resources: Publisher description | Table of contents | WorldCat details | Ebook Fulltext

Contents:

TOC 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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Holdings
Item type	Current library	Collection	Call number	Copy number	Status	Barcode
E-Book	Dr. S. R. Lasker Library, EWU E-book	Non-fiction	428.007 TEA 1996 (Browse shelf(Opens below))		Not for loan
Text	Dr. S. R. Lasker Library, EWU Reserve Section	Non-fiction	428.007 TEA 1996 (Browse shelf(Opens below))	C-1	Not For Loan	19958
Text	Dr. S. R. Lasker Library, EWU Circulation Section	Non-fiction	428.007 TEA 1996 (Browse shelf(Opens below))	C-2	Available	27204
Text	Dr. S. R. Lasker Library, EWU Circulation Section	Non-fiction	428.007 TEA 1996 (Browse shelf(Opens below))	C-3	Available	27205
Text	Dr. S. R. Lasker Library, EWU Circulation Section	Non-fiction	428.007 TEA 1996 (Browse shelf(Opens below))	C-4	Available	27206

Total holds: 0

Includes bibliographical references and index.

TOC 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

English

Sagar Shahanawaz

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