Global Education in Second Language Teaching

This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education

Metatheory for Second Language Teaching

Outline (1) Theories in applied linguistics: SLA not SLT (2) Concepts for an explanatory theory of SLT – 2.1. Explanatory theories – 2.2. Multiple causality and oPen systems – 2.3 Aclivc agents intcracting – 2.4 Lcvels of thmry –– (3) Gencrative mcchanisms relating SL learning and teaching – 3.1 Thc tcachcr-lcarncr system –– (4) Elemcnts of a systematic theory of SLT – 4.1 Good systcmatics is that which rcflects cxplanatory theory – 4.2 Elements of a thtx.rry of SLT bascd on SLA – 4.3 Elcmcrrts of a theory of SLT not basc'd on SLA: Teaching leamcrs as opPoscd to teaching a leamer –– (5) lndividual theories of SLT and a scientific theory of SLT –– (6) Summar

GLOBAL EDUCATION IN SECOND LANGUAGE TEACHING

This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education

Self-assessment in second language teaching: journals

This paper stresses the importance of self-evaluation in the second language class today, and in particular, the advantages of having students keep a regular journal. Taking the methodological framework offered by the Communicative Approach to Language Teaching as a starting point, this essay discusses the dynamic interdependance of purpose, methodology and evaluation within the curriculum. In this sense, formative or ongoing evaluation becomes one of the most practical assessment techniques for controlling our students' progress as well as the effectiveness of our teaching program. Self-evaluation has a number of additional advantages related both to the affective implication of students in introspecting about their learning processes and to students' participation in class management. The essay goes on to discuss the characteristics of a particular self-assessment technique: journals

Task-based syllabus in second language teaching

En este libro se presenta una programación con 8 unidades didácticas, basadas y construidas desde un enfoque task-based en la enseñanza de la lengua extranjera (inglés) para el primer ciclo de Educación Primaria

Some Current Problems In Second‐Language Teaching

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98340/1/j.1467-1770.1967.tb00908.x.pd