Page 11 - ELG1601 Jul Issue 438

July 2016 ELreviews Page 7

Responding to change

Wayne Trotman looks at a volume of TT case studies Book of the month

International Perspectives on grated into an MA in language Guateng Province in South
English Language Teacher teaching. Farrell returns in chap- Africa which explored the The Cambridge Guide to Blended Learning three chapters. The book includes a detailed
Education: Innovations ter three (with the second of his benefits of ‘translanguaging’ for Language Teaching exploration of second language acquisition
from the Field three contributions), this time in reading instructions, then Edited by Mike McCarthy, Cambridge theory. There are fascinating accounts of the
Edited by Thomas S.C. Farrell, writing of a Canadian context Lubna Alsagoff’s Singaporean University Press; positive effects of asynchronous online
Palgrave Macmillan; in order to discuss the benefi- case study, which describes 978-1-3165-0511-3 communication on students’ oral production,
978-1-1374-4005-1 cial results of the reflections of a response to government Blended learning (BL) is usually defined as a ‘flipping’ the classroom so students receive
MA applied linguistics gradu-
demands for changes in lan-
language input before class, and mobile
I n spite of the movement ates, and especially how they guage competency. Helen combination of face-to-face teaching and learning. The section on adaptive learning
from
away
behaviourist
Donaghue’s work in chapter
successfully incorporated their
online study. There are many ways of
alerts us to future developments. This book
to constructive models of
teacher education over the last knowledge of sociolinguistics. nine focuses on the adoption of implementing BL, and this timely 278-page successfully connects the worlds of research
cutting-edge technology in the
Noticing how teachers of
and practice. It concludes that pedagogy is
guide is concerned with best practice. It
two decades, series editors Sue mathematics in New York tertiary-level language class- contains contributions from over twenty the most important factor in designing a good
Garton and Keith Richards City classrooms were faced room: the iPad. Continuing authors. Each of the five sections contains course, not technology. Recommended.
explain in their preface to this with the problem of explain- the theme of technology, Steve
new publication that second lan- ing language points, Margo Mann writes of his work in the
guage teacher education (SLTE) DelliCarpini and Orlando B. UK on the use of freely available
‘is still failing to prepare nov- Alonso in chapter four outline screen capture software (SCS), Grammar Practice CD-Rom, which contains speaking countries, including
ice teachers for what happens how their innovations helped to in order to improve the value Intermediate animated cartoons featuring a Australia, Canada, South Africa
when they leave their pro- surmount this obstacle, while of feedback on teachers’ assign- Herbert Puchta, Jeff Stranks mascot, Professor Grammar. and India. Each file contains
grammes and embark on their in chapter five John Macalister ments. Of particular interest are and Peter Lewis-Jones, Both contain clear grammar information about geography,
new careers’. The dozen case and Jill Musgrave describe the his comparisons of now almost Helbling Languages; explanations, although I prefer language, history, education and
studies here provide analyses of benefits of a relatively short historical types of feedback, 978-3-8527-2427-0 to call ‘going to’ a future form political systems. The second
how teacher educators around SLTE course in New Zealand ranging from cassette tapes to rather than a future tense. The part of each file, called ‘global
the world have responded to containing not only a practicum mp3 files and now SCS, which This 88-page B1-level book for light-hearted approach should view’, examines issues like the
changes and emerging needs in but also scenarios that novice encompasses text, sound and teen students takes a ‘fun’ suit the target users. Enjoyable! environment and poverty. The
order to address such challenges teachers were asked to analyse vision. Ending the book are stud- approach to grammar, urging range of topics covered is
on their SLTE programmes in before making decisions. Fol- ies by Hao Xu, who describes users to take regular grammar Cultural Links – An impressive, and includes the
innovative ways. lowing this, in chapter six Jack lesson study with novice teach- ‘workouts’. The full-colour exploration of the English- Troubles in Northern Ireland,
Thomas Farrell in the first C. Richards provides a case ers in China, and Thomas Farrell drawings are gently humorous speaking world slavery and Apartheid. The
chapter provides what he study of involvement in mate- who summarises and reflects on and help contextualise the Philippa Bowen and book includes language
terms a ‘reality check’, con- rials design in South East Asia the contents of this superb title. language. The grammar points Margherita Cumino, Black Cat; exercises and vocabulary
cluding that although the gap that consisted of teachers from Considering both its wide-rang- covered include phrasal verbs, 978-8-8530-0394-2 activities. The content of the
between theory gained on a wide range of cultures, his- ing content and contexts, this time clauses, the third fact files should stimulate
preparation programmes and tories and traditions. Richards title will have immense appeal conditional and reported speech. This 144-page book is divided students to reflect on their own
practice in classrooms still needs explains how he adopted the to all involved in pre- and in-ser- Students can choose to study into seven ‘files’ which contain culture. The book will need
to be narrowed his suggestion role of the teacher while par- vice teacher education, and will, with the book or excellent facts about eight English- regular updating to stay current.
of a ‘novice-service language ticipants became his students, one hopes, help provide the nuts
teacher education programme’ following which the ‘class’ and bolts required to bridge the Reviews by Pete Sharma for the Bournemouth English Book Centre: www.bebc.co.uk
may provide the necessary reflected on matters such as the gap between them. n
bridge. In chapter two, writing strengths and weaknesses of
about a Turkish context, Simon material used. Wayne Trotman is a teacher
Phipps explains how aspects of Later chapters outline first educator at Izmir Katip Çelebi
the Delta were innovatively inte- Leketi Makalela’s work in University, Turkey

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