The experience of language teaching

Enhanced descriptions from Syndetics:

This book is based on the experiences of more than 100 practising language teachers. Using a teacher-generated framework it covers a range of aspects of classroom life: how teachers create environments suitable for language practice, how they get students 'on-side', how they manage tricky students, how they enhance the learning experience, how they develop and maintain a spirit of community. It demonstrates how paying attention to both the learning and social needs of their class groups enables language teachers to behave in flexible ways that promote learning. This book will be of interest to teachers, teacher educators, researchers and to anyone interested in finding out what it is like to be a language teacher.

Table of contents provided by Syndetics

• List of figures (p. x)
• Acknowledgements (p. xi)
• Preface (p. xiii)
• Introduction (p. 1)
• 1 Establishing a framework for the book (p. 14)
• 1.1 Selecting the research approach (p. 14)
• 1.2 Conducting a grounded theory study (p. 19)
• 1.3 Identifying a framework (p. 30)
• 1.4 Conclusion (p. 33)
• 2 Training to be a language teacher (p. 36)
• 2.1 The appeal of language teaching (p. 36)
• 2.2 The training experience (p. 39)
• 2.3 Awakenings (p. 48)
• 2.4 Early days in the workforce (p. 50)
• 2.5 Conclusion (p. 53)
• 3 Becoming a committed language teacher (p. 55)
• 3.1 Starting out (p. 55)
• 3.2 Professional development (p. 61)
• 3.3 Maturing as a language teacher (p. 67)
• 3.4 Ongoing development (p. 73)
• 3.5 Conclusion (p. 77)
• 4 Establishing the learning environment (p. 79)
• 4.1 What communicative classrooms are like (p. 79)
• 4.2 Creating informal classroom atmospheres (p. 81)
• 4.3 The vital first few lessons (p. 85)
• 4.4 Exercising authority (p. 97)
• 4.5 Conclusion (p. 100)
• 5 The diversity of the language classroom (p. 103)
• 5.1 Students: the raw material of any language class (p. 104)
• 5.2 Factors influencing student behaviour and performance (p. 105)
• 5.3 Tensions within the language classroom (p. 113)
• 5.4 Conclusion (p. 116)
• 6 Managing individuals (p. 119)
• 6.1 Coping with individuals (p. 119)
• 6.2 Tuning in to class behaviour (p. 126)
• 6.3 Handling students with care (p. 131)
• 6.4 Conclusion (p. 138)
• 7 Teaching flexibly (p. 140)
• 7.1 The reality behind the myth (p. 140)
• 7.2 Experience-based language teaching (p. 146)
• 7.3 To thine own self be true (p. 159)
• 7.4 Why flexibility does not lead to chaos (p. 163)
• 7.5 Conclusion (p. 164)
• 8 Vitalising the language class (p. 168)
• 8.1 Responsive language classes (p. 168)
• 8.2 The role of humour in the language classroom (p. 174)
• 8.3 Activity-based language practice (p. 181)
• 8.4 Bringing the pedagogy alive (p. 186)
• 8.5 Conclusion (p. 196)
• 9 Maintaining the classroom community (p. 199)
• 9.1 Language classes as learning communities (p. 199)
• 9.2 Group dynamics in the language classroom (p. 207)
• 9.3 Community maintenance techniques (p. 212)
• 9.4 Conclusion (p. 224)
• 10 Frustrations and rewards (p. 228)
• 10.1 The English language boom (p. 228)
• 10.2 Major causes of frustration for language teachers (p. 236)
• 10.3 The rewards of language teaching (p. 240)
• 10.4 Conclusion (p. 244)
• 11 What drives language teachers (p. 246)
• 11.1 Standing back: a note of caution on assumptions and beliefs (p. 246)
• 11.2 Assumptions and beliefs underpinning the communicative approach (p. 249)
• 11.3 Values shared by experienced language teachers (p. 262)
• 11.4 Conclusion (p. 267)
• 12 Towards a teacher-generated theory of classroom practice (p. 270)
• 12.1 Harmony and balance (p. 270)
• 12.2 A teacher-generated theory of classroom practice (p. 277)
• 12.3 Conclusion (p. 286)
• References (p. 289)