The Cambridge Guide to Pedagogy and Practice in Second Language Teaching Jack C. Richards UNIVERSITY PRESS(Cashed. Nw Yr Mee, Ma Cape Toon, ‘Simp SP Del, ye Mein Cy Cacdy Cay Pras [pre ohe Areas Ne Yr NF LDS DATUS weenie on: Teoveacn we wunenbie gS 76007 ‘icp inci Sapo sawyer pte posh ea colkrne Lowa aoe, son a Fa ay be ei ee ‘aetna Canta rey Pes. ‘riot ae Ut See re cl cf icin es frome Sh Latnryof Conven Canin i Putin at ‘The Carnie eto plage acter nec gui saby ek Riche Anne em Aches eiggipc eee a ies J 19-0989 INI 07 07 Uae Sa anges ee, 2S mgm Peniwasene 02 (sav -7.01809 Hada ‘anki Unery Pr oepesia hepetans ‘Ser of URL xa ev pty beret Web hen ee ‘Maputo xp ay en 8 Wo srl eoa aces apna. 321606 Price Aeknowledements Introduction CONTENTS Jacks C. Richards ont Anne Burns Section | Chapter 4 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Secon? Chapter 6 chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 32 Rethinking Our Understanding of Teaching [Englis os an Inleratonal Languase Sande Lee MeKay Reflective Peony Kurhcen M, Bailey Learer-Cemtred Teaching Phi Benson (Case -Cencsed Teaching: A Framer for Classroom Desision Making Rose SM, Senior Competence and Performance in Language Teching Jack © Richants " Learner Diversity and Classroom Learning “Manusing the Classroom Tony Weighs Learner Statice Ohrisine C6 Goh Motivation Ena Ushio “Teaching Mixed Lave! Clases Beit ‘Teaching Large Classes Fi Sharins ‘Teaching Young Leamers Anannaria Plater page 46 s7 ryComenis Copter Chapter Section? Chapter Chapter Chapter chapter Chapter Chaptor chaptor Section 4 Chapter Chapter Chapter Chapter Chapter w 3 1“ 6 Fr v 9 20 a Fd 2s 26 2 “Taaching Teenagers icdact K-Legutee “Teaching Ads ‘ichand Ores Pedagogical Approaches and Practices Task Based Langwige Education ‘re Van den dranden ‘Tex Based Teaching Anne Burns [Contents nsincnon ant Coren ne Language Inegrated Learning Jonna Te) Crandall Dutcomes Rasa Lanyoage Tevehing Cons emg Teaching English for Academic Purposes Jean Brick ‘Teaching ing for Specific Purposes rion Patridge Literacy Based Language Teaching Richard Kern ‘Components of the Curriculuen Speaking Inrwction Seon Thorny Listening Instruction ohn Fett Reading Isivetion Neil Anderson ‘Wing eistuetion Dasa RFs Vocabulny Iasracsion Anne O'Keefe Prownneation striction Donn M.rinton Gear struction Rechard Cullen ne Lo ir i us vot 178 186 195 18 236 0 256 Seton Chapter 23 Chapter 29 Chapter 30 Media and Materials Materials Development Bray Toiason “Technology nthe Classe Mike Levy Online and Blended tnsruction Haye Reinders onsets. ————] 267 209 20, 281 2sPREFACE The present vue arose foom dhe eed for an auth Set of one ceadings ov: cing cemalisses in sacond language teaching. Appeehes am peactces in language teacing ate consmiy being revised and rethought asa result ofthe impact of ehsnig ‘ndersfindings of de manure of language [eaing nd weaching aswell a i responce 1 ‘th growing damand! by educvonal aubortes and istinuions around the word oe more effective second language eacsing peorams. This guide seek to provide a aezessle yet ‘comprehsive overview of kay issues an cutent approcches in second language aching asa resource for tuden-teaches. ears and teacher educators. ‘Consibatrs tothe book were asked to provide a concise overview of their fic, Adswing 00 camedt theory; esearch, and practice in cer 10 clay the Key tes thet ‘current practice adresses, and ident adlional key readings related tothe issue they sees. These sues range rom the rle of English as an lneravonsl Langue. he nai ‘of second langage tsaching sod leutng, He roles, ides, and belo of teachers and Jeamers, the eonsxis of learning learning ives ad strzgis.curentappreees and peices in language inseucton, nd the role of mala ad materi is Inetage leaching. ‘We hope that his collection of original papers will provide & valuable rexvnee and saereuce fr thes involved a iteret aspects of second language Lean. Jack C, Ribs Univesity of Sydney. Austin Regional Language Center. ‘Ane Buras Aston Univesity Bimiaghar University of New Saath Wales, Syiey Septersber 2011ACKNOWLEDGMENTS We ate git to the eontites 1a this volume who respondod enthusiastically to our “nition to contrat otis elton, sto the esis whos? suggestions helped {id the contrat in eeparng te inal yeriou of het chapters. We woud also Tike to thas Karen Brock sn Kathleen Carey fr thie eitorial guidance and Carol Juoe (Casi fr silly managing this poject through its developmental sage. PEAMISSION ACKNOWLEDGMENTS The ets cuter shoes, and publisher tbank se following for permision to use copyrighted materia ‘Tible 11 op, 16, adapted rom MP, Lewis o). Enotogue: Languages ofthe Word (eonwethnologue cometh decsisitutoaasp Thy =size):Useahy permission. Inieratona, (Erno Languages ofthe Word, 2000). Table 2.1 en p25, adopted {tom Reflective Teaching: An lavurion (47), K.M, Zeines and D.PListon 1996, © Lawrence Falhaiay Assos, used ty pension. Pig. 25.1 on p. 238 excerpt from From Corpus to Classvomn. Lange Use and Language Teaching (p82) Aame0 Keo, ‘Michael McCarthy sod Ronald Cater, 207, © Carnwipe Univeraty Press. usd by per tiasion, Fig. 28.20.24) screens fron the Cambridge Enelish Cora, O Cambende ‘Univers Pres, asl hy perssson (De\elopment ofthis pubiston hes made ure ofthe (Carrie English Comps (CEC). The CEC is a cul-hllion word computer detabse of ‘concenmporsry spoken ad writen Eoplish It schides Bntsh English, American Bgl) ddd wher vires of English Malo aces the Cambridge Leamer Comps developed Im collabratinn withthe Unsersiy of Cambridge ESOL Exuminations. Camridge Unk ‘esty Press hos til up the CEC to provide evidenee abot language use th Begs to Frodice beer languige leeching metenals) Fis, 23.5 on p. 241, serecashoe of 2 Quiz uiier tsk fren The Complete Leva! Toor, www esac, used Hy pennssion, Fe 26:1 onp. 249, exces fom Teaches Pronunciaion:A Course Book aa Reference Gu, 2nd Baton (p44), Marianne Colee Morcia, Does M. Brinton apd Janet M. Goodvi, ‘wih Bary Grinr, 2010.) Cambridge University Press, used by pormsioa. Fi 262 ‘om p. 249, execpt run Tracing Pronuctation” A Cavrse Book and Reference Guide 2nd Edin (p43), Marianne Celee Mureia, Dana M, Brinton an ant M, ion ‘wih Barry Gee, 2010, © Cambrdes Univesity Press wed by permisin. Fi 26.3 on 1.282, except om Tesching Pramerciaion: A Course Book ard Reforence Guide, 208 Faiion (p97), Manone Celee Marci. Doana M. Briton and Janet M. Goodin. with, ‘Bary Gene, 20((. © Cam beige University Press, wed by permission: illustration wsed Lbypermission of Adam Hurwitz Fg. 26.40 9 282 excerpt rom Teaching Pvomuncivo ‘A Course Bok and Reference Guide, 20 Ein (p. 116), Mariam Celee Maria, Donna 4M. Brion and net Sf. Goodwin, with Bary Griner, 2010, © Cambie Univesity Press, used by permission luxation used by pernission of Ad Hw [Every effort as heen nade te se the umes of copyright rari this Bok We ‘would be gel hear fea anyone who yesngnees het Copyright meri snd wo is ‘eackwotded. We wil he plesed to make the noesxery corestons in fae editions ofthe bok INTRODUCTION Pedagogy and Practice in Second Language Teaching: An Overview of the Issues Jack C. Richards and Anne Burns “The teaching of secon languages, prtiularly English savas inlerationl enterprise. Incessingly.proiiency in English steenasthekey to ascssing th odcaionl, technical, and knowledge resourees that comtemporary societies depend on, Bu the demand for ‘ompetent English crus well adequely prpured English tasters. offen exooeds ‘he supply. Conscquenayin recent years there has Boe dramatic change i he Scope of ‘English language tcachiog WorldWide and a a result, growing demands 0 those charged ‘with providing am equate response tothe impactofte wordy ide spread of English There {sinreacing nee for language programs tht deliver the language skills and competencies required hy toduy’s global citizens and x demad fom governments for more elective approaches tothe preparation of language teachers. Its this wap betven demand end ‘upp ar provides the motivation for cele of eurculum review aad innovation in many [ats ofthe Work. Such inaevations my inelade ineeasing etme alate English {in public edoation, coaueneing the teachin of English at pia shoo, eng same school eubjets trap English, importing mative speakers w work alongside raion Ceashers in igh school, F iereasing the weighting given To English i college and 'AS a comeyuenee of the growing demund for effective English programs, language teaching professionals ae engaged in «continual review ad evaluation oF their assump ‘Soos apa practice. The energece of approaches such us relecive eching, ak-based [dggngy gene theory, and seonn research are examples of how the Inge teaching [rofesson verges perioic waves of renewal and prim dite contin reir ots iif though he mpc of mew ideas, new educwtonalpilsophies new echo, apd oe esearch dings. The present value seeks to document suc lamges thro ‘compuchensive overview of eurfentapprouches dad patces it language teaching. In his tro, 30 chapters focus om hey asus in scene lanousge teaching, drawing Gh current theory resarch, and prise oily presi casa well afte dictions. La Ue cen ofthis review a ner of Key vmex emer.Pedagoay ard Prarce Second Lnguige esching (CHANGED UNDERSTANDING OF THE GOALS OF TEACHING “Tadsy xls is 0 widely taht worlduide that he purposes or whieh tis eared re someties take for granted. Thircy years ago the assumpsion was that teaching English wie politically ae! activity aril sini would bing wotald blessing o these who ‘uceeted in lamin i and lead oeducaoaal and econcrai empowerment. Elis Was ‘egurded as dve property of the Fealish-speakiog word, particularly the United Kingdon ‘andthe United States. Naive speaker of the hnguage had special insights and superior Kanledge aout isiching it. Audit was, above all the vice or Ue expression of arc nd advanced culture or culues whose iecary aificts had waver value Tis picture has changed somewhat rods. As MeKay (2002: dis volume, chap. 1) ins out now that English the langwigeo globslzation,inisomiconal commission. ‘commerce and trade, tari, tho media, un pop eltre, differen uations Fr larg inevme int play” English so onaee viewed the peopenty of te English-speaking word but san isternstional commodity sometimes refered 1 as Word English or English san interational Inguage. The ula values ofthe United Kingdown andthe Unite States are oflen seen as eevanto langage teaching, except in Stuntons Wher the learner hss 2 pragmatic need for sch iformntion. The language teacher nee 9 lenge bean expet fm British and Amxian culare anda iterate spesaist wel. English il promoted ‘2100 that wl sis with edacatonal an economic alvancement buts viewed in many Pars of te world ws one tht cam he aired without amy of te cultural apne that 20 ‘oh New Dinecrions in MerHovotocy Sines the 190s. the methodology known a commanicave language testing has heen ‘widely adopted asa framework or eaching English worldwide. However, sinc it eseibes 1 et oF very general pridipes srounes i tho axion of commuaicadve competence as the goal of second ane forcign guage teaching, tte Is a single or kareed upon set bf practices tht chariletize curenterpetaGons of contranicalive langage teaching Indes, may practitioners today me hesitant 1 use the term, preferring to base their fligogy on # set of gencral prviples shat ean be apples in dilerem ways, depending (Go the teaching context, th age of hearers, ther eve, ther learing pos, and soo. ‘This principles ele’ changed undessandings ofthe nature of second Language lansing san seaching and canbe surmaized allow: + Scconl language learning is Yaciitated whe. earners are motivate 10 Tea ‘nd ie engnged in teraction and mean communicaion + Eerie elasroom learing tsk td exercises prude epporial es for su ents to nepaiate mening. expand thet anguage resources, notice how lan foage is use, and ake prt ia meanings interpersonal eschare. + Meaningfal conmurication exalts foo students procesing Como tht is relevant, purposefil.inieretng, and engaging + Communication is 3 asic process tha off calls upon te ws af several logue sil oF weds. ‘+ Language lacing is faitssed both by activities that involve indotive oe dlscoveryleurting of uoderying rales of language ave and organization, a ‘well a hy thas involving lange analysis and reflection. + Langgsteaaing is gradual press that involves exeauve use of savage snirialanderrar Although errs ace worl pre flaring the wile Inveductin nal of lama Fenty + Lesmers devlop ther evn rows to language learing, progress at eiterent ‘nus, and have different eds aod matvatons Cor tanguage teaming. + Suceesf nguaze Kaci inolves thease oF effestvelering ad com meation sires, + The roe of the teacher inthe language elasmom is that of 2 factor ant languags exper who crete cave liste conducive ta language eri ing and provides supporve opportunities for tudens owe an practice the languags and 0 roles on langage se and Ingnage Karin ‘The lasstoom is eommanity where Seamer ear through collation an sharing i to he Me wo ose the new langue Boh aceurtely and Jacobs and Farell (2001) suggest that these principles are eeflécied in the following trends in curentlangusge taching methanlogy. which sne asa thrgghout this volume: |. Learner autonomy: Learners a giver arate choice oversee own learning. both {in em ofthe const u leering aud inthe learning processes they eum employ. This ‘sseem i the ase of group base learn, se assessinen, learner sing, and other Tearer-comered approaches (caper (2, Lagu). 2. The social matore of learming: Learning not an teva private activity hot a social one that depenis upon interaction with others, Such interaction cam cee the ‘modivation for learn (chop f shins). Creating a supportive cessor climate involves using principles group dynamics aod is key condition for success Fearing (chapter, Senion 5. Curricular integration: The convection hetween dffesemt stds ofthe erica isemphasizeds thot Englishis not seen a tandaiome sie: bi inked fo ober subject in the cumilam at well as 10 karoen” outotclas iterets (chapter 12, Legh; chapter 16, Crandall), Text based larg (ebapie 15, Buri: choper 18, Brick) rele this approsch, and seeks wo develop tency in ext ype hal can be sed eros de eurcuur. Polat work iu Tanguane teaching so reyuires tae ‘o.explor issues onside of the hauage eas sroom. 4. Foeus un meaning: Meanings viewed w the ving Force of fee. Cann based, ‘embed, and tasl-hase teaching reflect his view and seek co rake the explo ration of meaning through coment ain asks the ste of langige esring ocivites (chiper 9, Bll ehager 1, Yan den Branden chapter 15, Fas) ‘3. Diversity: Today's Knish learners oe ecscerized by verity, feng in their ‘movivatons. needs. abilities, learning tyes. Heaming fscries, and cultural hack- gromnds enapter6, Wright: chapter 9, Hell). Tecing nec wo ak ther iterences Smo account ater than assuminigthat sient pjrear learning tx uniform mane. This bs eo moe acve lear involvement ix choosing the coment nd manner of leaning, offering choices, more svppact for lamers and erapatis on developing ‘ens! se and avare eso learning aegis (chap 3, Benson. 6. Thinkingskils: Language shold serveasameans of developing higberorder hiking kil 4, criteal and creative inkng Language each dhe means iat students so net Ter language fo is ow she bul im oer ws develop an spp their inking sls in situations ia go beyond te language elasroom (chapter (2, Lege; caper 20, Keen.edsgoay and Paton Second Language Teaching 1 AMermative assessment: New forms ifasessnent eplicetrcitona line shoe sand bere hat tet werner lls. Mule fora of assessment (ep. obser ‘ation, eviews, journals, portfolio] ean he wsed ts build up a comprchensive pcre OF what stuns cand in second longue 8, Teachersas coearners: Te tsc}eris viewed ws eagnged ina proces experiment tion eflestion ad discovery, expaing his her usestanding of teaching through the proces of teaching, This way be facia threw vious forms of feiectve Ineiry chapter 2, Bailey) including ation Yencarch ad otter forms oF classroom tuvestipation Such activites are often cated out eolaboatively RETHINKING THE NATURE OF TEACHING ‘The tue of esching isl has been imaginal in agplid Hingis withthe influence ‘of cognitive ued sociocultural perspectives on teaching. Teacher cogition ensompasses the mental ives of teschers, how these ar Forme, whal they coass of em how teachers” beliefs, thoughts, and thinking processes shape their understanding of tnehing an their ‘clasroom peutces, Teacher cognition research introduced a focus on teacher decision ‘cking. on eachers theories of teehins, euchers’ representations of auject mates, and the probles-slving an improvisaooalsils employed by teachers with ferent levels Df teaching experience ducing teaching (Berg 2006), Consuls seh as teachers” praieal “znowiedze, pagngie coment knowledge, and personal theoces of teaching ned above ‘as now esublished components of our umertanding of teacher cognition (chapter 5, Richens), Prom te perspective uf teacher cognition eaching isnot simply the application of koawledge and of earned sil. Is viewed asa muck more complex ongniively driven races affected the clsercam cates, the teachers gener) and spec isiitional oul the eames novation and reactions tothe lesion, ashe teaches'smanagernetof ‘tig! momen uring alison. At the sae ibe teaching reflects ths teacher's persona response to such ws: hanee fseker eopnion Is very much eoncered wit Ysehers Personal apdstue”eppeoaces 1s teaching, Bors (2006) survey uf eesearch on teacher Egnition shows how research has lated such issues as dhe telaioship between teacher ‘engnition anclusraem patie, the mpect of coneaion ngage teacherscoritons and ‘ries, the process of preservice edhe leaning in languag teaching, the elationship etween cogrstive change cnd behavioral chunge in Ingunge teachers, and the natin uf ‘expense in language teaching ‘Soetoeultnral renpectves on Teaming raphisize that lating takes place in pes sessngs or coms that shape how Teaming takes place (Johso0 2005; Lantolf 2000; Lave land Wenger 1991), The losation of Kanguaye learsing may be classroom, a workplace, ‘or an informal soca) seine, aad those differen contexts for Jeuming create dilevene potetials for lerming. Social theory draws on Vygotsky's aotion ef the zone oF posimal development. whic feeises onthe gap betveen wha dhe eae ca ceri ht fn the met stag fearing the eyel of penal development ~aned how leaning vecors hcuh negation hetwce tho earacr and a moceadyaneed anyasge user during which i grocess kaon as seaffolding occurs (chapter 15, Bors) T ake par jn these processes {ye earmer most develop ineraconal competence: the abily wo sage exchanges despite fed language develooment. Preah, tivation, cognitive style may ll play aro in infiancing the learner’ wilingnes to cake es, hi rer openness to sexi ies, ‘in tudes vad he tage langage and users ofthe iarpet language all of wht eam the dovelaped ind! sented through teaching. A the came Hime. successful earnings ‘eingét om he tae oer pth social dj nares ofthe classroom snd encourg Inpoicion the clasto fonction as an effective ean comunity where arers support each oer’: learsing chapter 4, Senior CHANGING MODELS OF SECOND LANGUAGE PROFICIENCY LLangnage teaching seeks to devclop proficiency in language os. although there is a0 ‘mum arses as wht the esastrct of poficiency ena and how best can he acquired. Trattional views of language proficiency atnbuted a primary role fo gram ‘mr looguage leaning and language use (McCarthy 2001). Syllabasey were esseially gra uscd, gramar was priewiryCatas f eachng eligi, a sentence bee Fractce was viewed as the key to leamicg. In the 1970s the emergence of the notion ‘f eamunicaive competence an! Fonctiorsl approaches to the tac of language led the development of commaniative methndolosies ty replace the grammarsase method- logis of audiligqualisn snd situational Iageaye teaching, However the ation of ‘ommunicaive and fuency-baved rethadlogies dil wot revolve the isto of Ue sats ‘of gramar in language teaching, wich contincs to arvuse debate (chspler 27, Cullen) Paograns whore tte was an extensive uve of “athe csrmnication” pricy ia she aly stages of earning. epon tht stadens often developed Hues a he expense fof acearacy,reting in legners wh geal communication sll bt 3 poor common af ‘gounmar and. hgh level of Fossization (Higgs and Cliff 1982). To aden his sue, even! ends in angus tscing have incladed (a) carpeting 9 wore explicit est meat of grannkr win tex-hased curiulum (chapier 13, Burs; chapler 27. Calle), () busing 2syllaus sa each and tang cts soup tec ha weve som -municative grag ase as well as atention to grammatical few (chaper 14, Van den Branden, (introducing activities involving consciousness using ad “ning” gun netic feature of input or oupa( using activities tha require "eich cup” he, ‘which expand oe “resrucure” helen’ arama syste) though increased eoiamo ‘tcatve densaods latent to lngustic fern, ad ()cppertuaiies for mean and ‘communicative practice of ran (Sain 20; Cullen this volume, chap. 27). ‘While the eld of seco! bnguage acgusion esearch has dome much irr the role of grammar in language eucung, it bas tended io give seant avenson 6 other spots oF lapguaue proficiency, aanely the mastery of the shill of steno, specking, ead, and wring - the focus of most language programs ad ctemasional ies, Comsequetl, approacies to the teaching ofthe fou sills has tended to Jvelop independently of the SLA research induszy. These developmen have been shaped by avances i the dy of ‘wrt and spoken dscouse aswell as by advances in wehology (chips 29, Levy). USTENING ‘The teaching of Uistening new teceves much greater emplsss ani iin the pa. Ta- ional views of tering sais the mastery of diserte sil r micros (eg Ricard 1085), Laer, theoreticad model of comprehension from he fla of cognitive pevehology texan o informe aching of Wstening. Iwas from his source thatthe dstinon betwen tbonon-up processing and top-down procesing was derived. @ distinstion tha eo a swareness ofthe imponance of background Knowledge and schema in comprehension. ‘The bowtomt-up model holds tht listening i 8 ner, data-driven proces. The top-down ‘model fling, hy conta oes be lene io atively consracting soning bee ‘on expectations, Inference, imertios, Knowledge of schema, and ther rolevant riot ‘owiedge an by a seloetve precesing ofthe imu, Listening camo tobe viewed as en Interpretive process, although is eld points cut (hs volume, chop. 22), the importancePedagogy ad Fractice in Second Large Tecching ‘6 wont-eel decoding istering hos ended oe negheted with an overemphasis om he tole of top-down processes, Listening instruction bas also een informed bythe ets of ‘ners anys and issonrse alysis Sty ofthe nganialicn of spn scours tna lec te realization char ween texts read aloud cannot provide 3 wus basis fe developing the abiiics new o process nese, autbeie dxcourse- Autheniiy i ‘umtyils became a cach ord and prt of a pedazogy of teaching istening tha sew well stubs in language teaching (shaper 22, Feld caper 28, Tomlinson, SPEAKING ‘Speaking, ioctuding proouneaton, has always been 2 major focus of Lingua teach- jing; however both the ustore of speaking skills and approaches to teaching them have ‘undergone a major sift in thinking in recent yeas. Speaking is ational methodologyes usually meant “repeating ater the wesc, recking x mesmerized alogue or responding ‘wa mechanical dil” (Shrum and Glsun 200, p. 26), reflecting the sentence-bae view ‘of protien prevailing in the methodologies of Audiligoalism and Sitaonal Lan- ‘guage Teaching. The theory of commusiadve competence prompled proposals for the development of eammuniaive syllabuses, leading inally to proposals for notional 2d anationa sylabases and mere recently proposals or task-bsed aed ext-hase syle and methodologies Fluency becae a gal for speaking couses, und this can be developed trough the we of intormion-g4p aad hee sks ila ivolvesegoviaton, tention, feadback, snd the usaf cornaication stasis ds eye Famers ep el eom= _mnication despite ited proce min Elis, ln so doing the eacber an tbe eames ‘provide support forthe oa practice and asisted perfomance that help develop speaking [le (chaper 21, Thomuy) tte sane tne the ead for accurac-basedacites ‘complement a Toeus on uancy work has lsu been highlighted. Swain (2000) proposed tat successfl language acquisition requires ot oly compeehensibie ia bet also com prebersible capi, shat is, language produced by dhe lamers tbat uo be understood by ‘fier speakers of he language. Swain suxwested that When lees bave to make eflors vo ensure tha hie messages are comzzunicaed (pushed outpu) shi pus thet in w beter ‘oskon wo notice the gap betwoen thee productions and those of proficient speakers, us fostering acoracy in second-lrguage development. Maaged oaput here retest ask snd aciiies that roi the use of ceria targot-anguaye forms, i, which “sesh” fhe jerer's language knowledge and at consegueitly eouir a “restranrina of that Anowiege. Fees (his volame, chap. 24) reviews a number of straepies iat ean be used tw addres accurcy in pronunciation. "The notion of English as an Intemational Language has also prompted revision of te setion of comtmanicatie competence Wo thet of “ieeultal competence” a goal for toh nauve speaker and language learers. and which focuses om learning InN 10 ‘sommnicale in way tha are appropette in erss-ule! stings (chapter 12, Leake). A tho scio time iis now acceped that smedels tor ora ieaelon cannot be based ‘snply onthe intstions of plied linguists and textbook writcrs pu should be informed by the findings of coneration analysis. dieourse analysis, und ocpus analysis of wuthentic speach (chapter 15, Bums: chap 21, Thorabry) READING As with the teaching of iting, second langwigereing abt ws radially viewed _asthe mastery of specific ending subs. Bonony-up views of reading dominad theoty ‘and psdagog and reading ended o be taught by providing texts (uly gonirived txts Itromction ‘ween fom word ist) which students rex and then answered comprchension ysestons bout (chaprer 23, Anderson. Tn many classrooms there was ile sitlerence mn appreach ‘between eiching reading andteting reading Advanced reading servedasa fom of eultuzal emtchment rather thao dressing ny rea-wocldl goals. "More recently he obs of psycholingustes, cognitive scenes, dscnurse, and txt says, aswell second language cading research, have considerably enrich under= suansng of second angaage rang processes. Soc eserch bs syggested that L2 read- fre can bene it fom the tndrsanhing text secre and frm tho se of txt-mapyng strategies thahightgit ext structures aa ther funtion (Grae 2009). Dilfrences teen woRicten and nsuproficienreders has heen ater focos of rescarch an enerae ier "inthe yale of strategy instruction. The teaching of readias has bert one area where strategy trining is seen to be teachahle parca wihlessrotcent ees (chapter 23, ‘Amerson. The oe of vocabulary in rediag has aso bea extensively eeserchod (chapter 24, Fem) Ho sid Nation (2000) foand tht voeabulay oF SOM) wos wax ese 1 read short, simplified novel for pleasure, wile Hlazeaberg and Hsin (1996) found hae twice us many woes as that were ned read faseear university mater Beth sturiesemphaive the ne for soabulery cexslopment rsa componcat of aeaing cotrse since L? leaers typically ote undercard for eading unsiepitiodtext, Although L2reading programs are often desined to serv he needs of learners needing reading Tor academic purposes, the role English plays athe language i glbabration io the information an commtiniction age is aso prompting 3 rethinking of approsches to te teaching of reading i many pas ofthe weld. Sadents cst mi iearn bw fo apply whit they have learned, use bowed fo solve probes, and tbe able to transfer Teaming to new situations. Edocaioiss argue that lamers nec to develop ellecise malta processing sls Ura reading, problem solving, an erica tk, an Sevelop technical eating stills athe han douse for Iieraryveading. These need te base oa the use of stent Tes: In ation infrmaton-litracy skills are aceded, ie the skills needa 1 aceess, analyze, awthenieate, and apply information acquired from difere: sources set tun Hao ase pereoma Kaowledg (kes and McCain 2001) ests of wring within langue teaching is wb changed considerably (chapter 2, Fes), In the past leaming to wie in a second languoge was mainly seu to involve eyeing linguistic ant Jexieal knowlege as wel as famibartyyanthe symactic putes sad cobesive devices tt form the building blocks of tes. Learning 1 write involved Smitaing aad manipulating models provided by te teacher an was clscly inked to Jearsng gramonar. Later the focus in teaching wong sifted w Oe parsgraph-pasem approach wih a osu on tbe use of topic seenees, supporting semtence, and tons, ata practice with differen funeonal puters suchas nuraon, descripson, comparison ‘contrast, and exposition. le the 199s proess waiting induced a new dimension ito the leaching of writing with an pass nthe writes and the strateres used to produces piece of writing More recently second-language writ instruction hat besa illvenced by genre nd literacy perspecsves: These look at Uhe ways in whiet language is used for particular porposes in particular coments, a the we of dillerent gences of ating. Writing i seen a¢ involving 1 complex Web or elations Dever te ead, wx, and ea world ‘vowisdze (chapter 20, Kent: chaps 24, Feri) Discourse communes suet as Hose of uxines executives, applied linguists, technicians. and adversing eopywsirs possessPdagony nd Prete in Socond Language Tectng 4 shared understanding oF tho wuts they uae and create and the cultural asp: ‘underlying them and expectations as the formal an funcional features oF such wx. ‘Gone research fa cxaminad diferent ypes of writen genres eg araue,descripsive, argument wring, wel as ferent ypes eg. esearch epors, business eters. essay exarinationstectoical epons). Writers not only need realise sraepis for eating ‘and evising fexts has cba Undcrstaning of the reaniogs and inplicaons of texts to he able to structure thir siting exyerenced azcording vo the demands nd constrains ‘of particular contexts (chasor 19, Plridge). And younger wis esd opportuni 10 ‘erale texts tha express ther individuality and are rot produced merely a evidenee of leaming teapter 12. Legh. RETHINKING THE ROLES OF LEARNERS In rent years there has als heen soba change in whete and how lnrsing kes lice on she rote that learners play inthe leaning process Inthe past esching rainly took place inthe class and in the laggmage Inboratry. With te advent of comms cate teaching and lesrre-centered apache: inthe (90%, Keaming Bazan to move ‘sa from the ences direct conto an into tho hands of leases ough the use of Innslizelerning, group work and projet work chap 3, Benson), Teehaology bas fhaer increased the distance bern teachers and lamers and created new opportnties ferearsing, Leasing enfin to the cinstoon tan fe plac a ame nin other places as vel ast schoo using the comphterandorherformsoftechnologyToay'steact- ‘can camer ive n a tcknlogy enhanc leaiagenvioamen. Videos, computes fd the Interact ar acral to alot all leachers and earrs nn srr school ths languige lberaory bis been rnd et a nllimedia center hat spp online lari: “Technology has arilitated the shift ftom teachercentre to learner centered and blend Jeseing, eating both new challenges an opportunities for teachers ar earers (chapter 29 Levy: chap 6, Reinders). Suuemts,partcolarly teenagers, now sped large aroun fof mew the digual word ~ vine itractiag ot withthe teacher. but with oer lamers "sing chatrooms that provide acessst9 more authentic input an leiring proeessox and thal make language leering availabe at any time (chapter 12, Leputke) [A poi for teachers uniestanding the specific characteris and dispositions of nes eames, weer they be: young children, teengges, or adults (ehaplr 1, Prats shopter 12, Legotke; ebiper 13, Orem) and making lemers (rather tha the essa or ‘the nee) the focus of teaching. Ts involves sensing lamers’ neds and gos communicating ent and respec foe tem, acknowledging divest of ees and earns les. giving feedbock on their Ieaming in ways which help develop their comfidence and sel-sieorn ye mivimize Yow of face, and ing strategies tat Belp develop an Smephere of cllaboration and muwal sippart among Tearers (Demet 2001; Lis 2008) Experienced teachers eet larner-ce tered teachiog by drawing onthe familia) with (pica stent betavion, by using their hmowledge of lamers lo ise predictions shout what cbt happen i the classroom, by choosing texts and asks thi engage their Isamer and provide oppemtaiies for creative experimenianon wih the age? langage (hater 12, Logik chaper 16, Crandall) anal by bing hee lessons aro seri slices and using strtepies to mainain active slot inyavement i lessoas (Lynch 2001). They recogpize that Language leaning is oot necessarily a direc conscquence of |eore teschimg but depends on uncertain the iferent ways in which lamers lear, the Tole of individual eaming yles. activo, becksroonds, ed porposes i earns x5 (he understanding that tench needs ws be adapted to their tutes iaividual as well, as collective noes (Tinone ual Yale 1989; Besson 2005), Iirodacton The ROLE oF Context A. message tat revutsroushout tis volume is that each teaching context is ierent nd fete nguuge eching ines andersaning whet the erecenstrs 0 he leaching {onlent are ard haw the shipe he naue of Leaching und earning (cape 5, Richards ‘MeKay pots out dat diferent comts forthe ws of Flier Sfleret stands se norms for he ue of English and Nat Sandarde sould be determined by Koel rahe ‘an extemal conten f use. Natie-spenkor model forthe prosuneition of English are not necessarily considered an appropriate target lenkns 2000: Thormbury this volume, np. 21, Sociocultural perspectives on learning emphasize thst iearai stated. it takes placein specifi setings or contents that shape haw learning takes place. Te locsion of language leeng may be acasscoom, a workplace, or at inform sei sein nc these diflerens comes far learning crete dillerea penis toe lei The context ‘muy be wcummpos-based ESL program a public school, communi calls, ar» pale Janguage institu. The learners may he children, tenagers rads ane ay represcat 2 ‘arity’ of diferont sek. esonomic, catia, and edacational backgrounds. Classes may ‘ary from 10 to 60 more sudens(chaper 10. Shemin) and comm scent oF varying sities, mrivasons, and levels (chapter9, Bel), al of which pose particle poles for teachers. Teaching thas involves understanding the dyosais ad relationships within the ‘lssrom and ihe rls and ehavioes speci Cog patcur setting, Wnt hs volume chap. 6) emphusizes that a key facto in teaching i manaying the easscent se tha it ‘roves favcrable condition fer lamin Differing contexts for earning alto represent tert pany or langue learing a5 well as diferent prions in terms of oerring nce. Stem kerning rend ay be related to sty skills, academic iteraey, tae, social scrvval, a employment and cach Searing context requires the mastery of specs: gees of discourse with thei nen Ainguistic characteris, 1, mastering the lerguage a particular discourse commie (eapter 38. Bric: chapter 15, Puede). Proms the 19608 language teching thee Wasa _rowingrecopition of the demand for Specialize angwsge programs to cet the diverse nous and coments of language lens, and needs analysis progedres ncresingly begin {tobe inrodoces into ngage reaching. By the 180s eee-ase philosophy” emerged in fngvage teaching. paieularly inflation to the design of special porpnes Lima ‘courses (©. English ex science siden) ad wocatonaly oriented pram lesign (8 English for nurses. English for engineers) (Richands 2001). News spalysin in 3 10 ‘standard procedoe a he design of langue progais (hiquer 24, Fes), Exarples it this volume inet neds analysis fom the perspective of ESP and EAP courses, ake bined teaching, and text-ase teaching (chipler 14, Van Den Braden; chapter (5, Buns: chapter 18, Brick chapter 1, Pali, “The need for comext-specic tours also ceates a deme for comextspocific ‘materia. Toasinsom (hie Yella, chap. 28), argues that global materaly designed Tor use woridvide connot meet the rads of Lerma im specific Leung evioumieats ‘with specie earning ojctives, For whom leachereade Ice iaersls ate oft OTe sppeopmate ‘ORGANIZATIONAL AND MANAGEMENT PERSPECTIVES Inte last decade r so language teaching has as been inflacnsed by concepts and prac ‘ies fromthe corporate word the pas, oaringsedints Were som asesenal i provide for eflctve teaching: teachers, ints, course design, sa tens. Teachiog was viewed rather aaowly a6 sellconisnastvity thi id mot need to kook much Beyond ll,Pedagogy an Pactce in Secord Language Teaching Timprovenenis io teaching would come abou though fie-rning methods, course dst, ‘material, sad tsi. By comparison. effective language teaching todsy is seen bot us ‘etgogical problem und well av xn onganiational one: On the pecapogical se. eschers fre ao Longer viewed mecely at still implementers ofa teaching med but as ere ‘tes of tir en individu eaching methods as classroom rescaehecs. and cureslum ‘ud wateils developers, Beyond the peas level however, and at de level oF the Insittion schools are increasingly viewed a having similar chariteristis othe kinds ‘of comples organizations in terms of eganizalional activities and process ad. can be ‘tied asa syster invlving inputs vocestes, and ovtpils. Teaching is embedded within tm organietinal dod administrative comest wu influenced by oxgarzstonsl constants ‘end proceses (caper 4, Senor). In ade co manage schools efficiently an proelively, {eis argued, ir necessizy to understate Uae pate of the organization aces that ‘cur inschoos ihe problems that these acvities eat, and ow they cam be effectively fn efiinly managed ae controled. These sites inci sting and eeamplsbing ‘organizational vols allocating resources to rganiational participants, cooeinaing org ‘ational evens end processes, and seuing polices w improve ther funetioning (Visseber 1999), “his management view of education tas txoushe into language teaching concep and prtews fron dhe commercial war, with an emphasis on pling efficiency. com- ‘munication processes, targets and siandas, staff development, luring, uleomes sot ‘competencies, quality assure, tree planing, performance appeal and hes pose Hie (chapcr 17, Leung), We have thus seen a movement away fom an obsession with [Pdgogical process io focus on ergaizaional systems az processes a their ean Trboton to suecessful ogsage program, The spe of English tsching worldwade and the huge financial invest requites has also ead a demar for geste aceontal- sty m language tcching practices (chaps 6, Wriat. One vay to pac: he ise of ‘sceoamtlty i though the hlemcaion of tandareforlamguays prograsp 13, (Oren) The standards noverent bas tae Bold ia say pats ofthe werd aa promt, thes aoption of clewr saements of iatrvcional outcomes in educational programs es 2 ‘way of improving laring outcomes ia programs and w provide gullies for program ‘evelopment, crcl development, and assessront. Conciusion Inasewsing change in education, Kub’s (1970 non of pad shift i ofien efomed 0, econ tn Kuh, now paradigms in science emerpe rapid revolutions thinking shalt previous ways ef thinking. Revawing changes in language testing in tecen, tyes. While some changes petheps fave the sus oF paraligin shill few, the prea ‘of communicative fongage teaching and process wri) mos f the ends in lanEWae teaching changes documented in his volume have emerged more sradilly and differen, tes. But ance rend emerges theres generally pressure to adopt new dessa pactees, hence the nee for ths Kindo eicl review of curent assonttions ad prsces ha his ‘lure acoso provid ‘rohahly the main ratvaton for change comes from disatlfetion with the present ste of iit, Despite rsoarces expended o second and fareign language teaching, Sroekivige, i alt every’ county, erults mrnally do mot match expectations, hence the constant presse Wo adopt new eurizulam, teaching methods, materials and forms of ‘sesomion, Governren policy is otc dre staning pot for ching when requires re anna for ew curculum or syllabus o for some oer change ings o be inten, 3] every ot language instruction. Hower, other factors als inivenceeeatonl change “Those include: + eens inthe profession, such 38 when paula prctce oF approche ike ‘communicative lamsuage teaching become sactoned by th profession: gunsed ineyatios, suc as when the work of @ parca education ike Krashes or Gardner becomes fashiable or dominant + responses lo techuoloy, such us when the potential of de World Wide Webs ‘atches the imagination of tac: + political or value-driven changes, sl as rite plazoey: fluences Fo sean dscpines, such wen eas fram psycholog; linguists, or coguive sence shupe language pedagogy; + leares-baed insovations, suc as focus on lamer steesies. (Once changes have heen doped they ase cflen promoted with a reformist zeal Previeo practices sen hecome wt fasion, ad ponte eatres of ealer practices se quickly trxpoten~ dastilese te wend ad dren dsc Ns book wll sede in ns the mantie x bope thatthe everiew povided a his volome rill ensbe nginge teaching profewionals to asses the cmercy of hci ow ncaa practices as wel s ect on the changes they have expeioaced or are preparing for i their own insti. References Benson, (2005). Auto}biopraphy and ares diversity tn P: Bensou & D. Nua (Eds), LLearers' series: Difference ana diversity i language learning (pp. 4-21), Cae bridge: Cambdlge Univeriy Pres. Berg, 5. (2006) Tezelereogriion ant language eduction. Logon: Contain, Drage, Z- (2001). Morsionat strategies i the language cUssroom. Cambvidge: Cam Tridige University Paes, Grae, W. (2009) Reng in a second language: Moving from theory 1 prsice, New York: Cambridge University Poss Muzenber; S44. H. Hlsin, (1996), Desig a minimal second-anguage wxshulary Toe goo-ative university students Aw enpvicaliavstigation. Applied Lingutice 1745-163, Higgs, TE, & Chiferd. (1982). The pur wards communion, la T, Miges (Ed) Curricula, crapcience, ond the fereign language teacher (pp. 57-79). Skokie, IL, onion Textbook Compan. 1a, HM, &P. Navin, (2000) What vocabulary sizes needed to read wsimpliied ens? Reaaling in Foreign Language 8639-696 Jacobs, eT-S,C, Farell. (2001), Uadersanding ad ipemneting change i second anguage education, PESL-BY 5(1) Api 200) Ses (2000). The phonology of Enlsh aan nteraarona language Oxted: Oxford Univesity Pres Jotoson, KE. (2006). Thesococultural um ants challenges or second language teacher ‘ucaron, TESOL Quarry 40 (1: 238-257. Sukes 1, T. MeCain, (2001). New schools fr anew age, Unpublished nace.[ib at rate Sard age cig Kulm 7. $.(0970) Phe strucuve of eine revolvions. 2a ed, Chicago University of Chicago Press, Lamb, T-E, 208, Indvidusising Lei: Organs a leible lesen environment. In IM. Jiménez Raya &T. Lath (Eds), Différeriatom nthe modern languages casero pp. 177-194), Pranilua san Main: Peter Lave Lan, J (2000), (6) Societal theory and eon Fonguage learing. Oxford (Oxford Universi Press. ‘Lave J&B, Wenger (1991), inated learning. Combridye:Canibvdge Univesity Press ‘Lynch. (2001). Promotiog EAP erversuonomy inasecond langage university coment, Tn J. Fowerdew & M, Pscock (B.), Research perspectives an English for ceadenc purposes (pp. 390-403). Cambridge: Cade Unversity Press. MeCathy. M. (2001), sues applied lnguies. Cambridge: Cambridge: Univesity Press MeKay, 8. L. 2002), Teaching English ax on international language. Oxfeed: Oxford University Press. | Richards, J.C (1983), Listening comprehens ‘Quarterly 17 219-240, ——. 2001). Curiam development in language teaching. New York: Carbide University Pras Shrum,&&E:Glistn (2000). Teacher's handhsok: Conese language iasirction Boston: Heinle und Heinle. ‘Swain, M. (20K), The outpit hypothesis and beyaod: Metin acquisition through cole luboraive slog. In J. F Lanoif (Ei). Sococulre! theory and second lanyusse dearnine «gp. 91-114). Oxford: Oxfosd Uriversiy Press, “ve, E, 4, Yul, (1989), Focus cm he loaguage learner, Oxford: Oxford University SECTION | RETHINKING OUR UNDERSTANDING OF TEACHING ress. Visscher. A. (Ci). (1999), Managing schools wards lagher performance. Lise, The ‘Netherlands: Swets and itlinger “This introductory section eansiders he impuof recent new developments ideas, edoea- ‘ional ptsleeophies, concepts, ad approaches on the Geldof Knglsh lange teaching (ELT) It lays at some ofthe Irger-scale considerations that have hed an flee on pedagony aid practice i language teaching ove he last decades Tn ehaplet |, MeKay considers how the notion that English nw Ue ajo inr- ritional world language ic changing the way the eld must think about is pedagogical ‘rnc, She puns ot that althomgl i term of quantity of rive speakers Eaghsh is ot predomiant is effets are widespread. The number of second-language speakers of English for ostweigh the rambers of ative speakers, andthe desis to lar stl speak English s pervasive. English is pereived as the hinguage to which those beyond "he incr cee” ma! apie to have acess to inkeraatonal edacton and employment. Such pece- ions have rally changed de ways Enalish inguage teachers nead 0 eneeive of eit practices MeKay sroncr that ELT mst give learners access 19 anente oppartanitiess fd realise acd meaning interaction, bla he sare Hone a respect te divecsity ‘other langage, cultures, and ocational contexts within wich learning opportniies Ar ofr, Importantly, McKsy’s caper sets the scene for dhe volume by ying et the imervatona landscapes of English language ad its teaching worldwide. Following fren MeKys scoping of ELT intermationlly, Bailey, i chapter, Focuses ‘ona key atituie now considered indispensable wo teaching profesional, Having raced The development oF elective pedaony and elective teaching, he ideies Ley eompo- reals of reflective teaching models and oulixes the ates and developmental pes imegral Wo a reflective mode of pedagos). Drawing partly on her research with Speiages, he olfins imeful practical suggestions about how lachers can develop a refietve stance