New to this edition: • An expanded selection of literary extracts from classics such as The Great Gatsby and African fi ction such as When Rain Clouds Gather, to modern bestsellers such as The Hunger Games
• Academic literacy exercises provide a scaff old for students to develop their critical literacy skills • A ‘time to think’ feature encourages critical thinking • A ‘time to write’ feature provides exercises to enable students to put theory into practice and improve their writing skills.
Table of Contents Chapter 1 Reading, writing, and the self
• Chapter 2 Poetry • The novel
Introduction to Language Methodology Author: V Moodley
Introduction to Language Methodology provides an understanding of basic concepts necessary for any language- teaching classroom. It will engage student teachers and practising teachers in a practical and interactive way with key issues such as: language acquisition and language learning; language attitudes; code-switching as a strategy for teaching languages in a multilingual classroom; assessment for learning and managing group work. The focus is on English learning but will not be exclusive of other languages. The second part of the book contains lesson plans that address the new CAPS document.
The target market is fi rst-year courses in language methodology (especially English language methodology) for the following phases: Intermediate, Senior and FET. The book will be particularly useful for courses that focus on issues of assessment for learning, multilingualism and code-switching.
PAPERBACK AUG 2013 OUP SA
216 PAGES 9780195996982 9780195994964
Introduction to Language Methodology is a hands-on approach to the development of thinking in the classroom. It demonstrates how questions should be scaff olded for cognitive development to take place, and explains how educational taxonomies work in practice. The reader is engaged through the use of user-friendly features, including:
• Outcomes • Chapter-opener summaries • Illustrations and diagrams • Concept defi nitions • Example boxes in some chapters, e.g. a caselet on code-switching • Activity boxes • A list of key terms at the end of each chapter • End-of-chapter questions, including pair work activities • Glossary.
“My fi rst impression when reading this manuscript is that here is a much needed book that fi lls a gap that I have experienced fi rst-hand in my years as a language lecturer. ”
Dr D Lawrence, University of Witwatersrand
“The strength of this book lies in its ability to provide opportunities for student teachers to access key basic concepts in the language education discipline. By means of various activities, the book achieves this by challenging both student and in-service teachers in a practical and interactive way to deal and engage critically with issues relating to language acquisition and language learning, language attitudes and code-switching. ” Dr E Mgqwashu,
University of KwaZulu-Natal
Table of Contents Part 1 Language • Chapter 1: Learning a language • Chapter 2: The multilingual classroom and language attitudes • Chapter 3: Code-switching in the language classroom • Part 2 Assessment for learning in the language classroom • Chapter 4: Classroom questioning: some theoretical understandings • Chapter 5: Assessment for learning: critical thinking and critical reading • Chapter 6: Assessment for learning: understanding key literary concepts • Part 3 Organising groups to facilitate learning • Chapter 7: Group work in action
• Chapter 3 Reading drama
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TEACHER EDUCATION CATALOGUE
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