This book presents a wide range of methodological perspectives on researching what teachers think and do in language teaching. It contains chapters by the editors and a leading teacher cognition researcher that highlight key themes, as well as eight case studies by new researchers, recounting their experience of designing and using data collection tools.
Many conferences and training events are organised by individuals who have little experience of doing so. Some have had the task thrust upon them without being offered adequate training, and have little idea of the time, experience and care needed to plan and manage events effectively. Each conference is different, and each can present a new problem to the unprepared, even to the most experienced conference organiser. This book provides immediate, accessible advice on how to run an effective event, featuring a wealth of practical tips, guidelines, case studies, action checklists, and useful sample material and templates.
ESLPod.com is run by a team of experienced English as a Second Language professors with over 30 years of high school, adult, and university ESL teaching experience. ESLPod.com is run by a team of experiencedEnglish as a Second Language professors with over 30 years of high school, adult, and university ESL teaching experience.
New guides 752-881 ( 2012-2013) added Thanks to sdomermpc
Psychological studies have shown that during an initial contact, it's psychologically impossible to dislike someone who has made you laugh genuinely for 5 times or more. (According to my experience, the word "dislike" should be replaced by "resist the attraction of".) Think about it. It's basic human nature to avoid pain and gain pleasure. What do we do when we experience pleasure? We smile or laugh! Laughter means pleasure, and humor is what creates laughter....
One of the most important questions about children's development involves how knowledge acquisition depends on the effect of language experience. To what extent, and in what ways, is a child's cognitive development influenced by their early experience of, and access to, language? Likewise, what are the effects on development of impaired access to language?
