Page 346 - Beyond Methods

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Index
Kohonen, V., 229
Korea, 255, 262
Kramsch, C., 269, 270–71
Krashen, S., 104–5, 111, 114, 123, 228 Krishnaswamy, N. A., 243, 247 Kumaravadivelu, B., 19, 25, 29, 32, 38,
53, 55, 57, 59, 71, 78, 80–89, 115, 179–81, 207–8, 239, 256, 263–64, 278–80, 294
Language: logic of, 159–60; stress and intonation in, 160–61, 207, 208–9; doublespeak as, 167, 170–71; Orwell on, 167; levels of formality in, 168–69; rules of, 176–77; verbs in, 190 – 92, 199 – 201, 215; article system in English, 195–97; as communica- tion, 204; as context, 204; as dis- course, 204–24; as text, 204, 214–15; as syllable-timed, 207; clauses in, 215; status of English as global lan- guage, 240 – 41; postcolonial theorists on, 242–43; Ebonics, 245; Indian English, 246–48; Singaporean En- glish and standardization, 246–49, 257; role of first language, 250–55. See also Macrostrategies; Microstrate- gies
Language awareness: brief description of, 39; fostering of, 39, 156–75; general language awareness, 156–64; introduc- tion to, 156; British movement of gen- eral language awareness, 157, 158–59, 163; definition of, 157; American move- ment of general language awareness, 158–59, 163; in elementary schools, 158; in secondary schools, 158–59; and Whole Language movement, 158; and logic of language, 159–60; illustrations of, 161; of language teachers, 162–64; Critical Language Awareness (CLA), 164 – 68; and doublespeak, 167, 170 – 71; language use and levels of formality, 168–69; microstrategies on, 168–71; exploratory projects on, 171–75; per- sonal apologies, 171–72; political apologies, 172–75; and Internet, 173–75; conclusion on, 175
Language Awareness in Teacher Educa- tion (LATE), 162–63
Language-centered methods, 25 – 26 Language skills integration: brief descrip-
tion of, 39; history of language skills separation, 225–28; introduction to, 225–26; need for, 228–29; classroom activities for, 229–30; and learning preferences, 229; microstrategies
on, 230–35; and television, 230–31, 233–36; and newspaper advice column, 231–33; exploratory projects on, 235–38; and radio broadcasts, 237–38; conclusion on, 238
Language skills separation, 225 – 28 Lapkin, 101
Larsen-Freeman, D., 24, 28, 30, 177, 203 LATE (Language Awareness in Teacher
Education), 162–63
Learner autonomy: brief description of,
39; promotion of, 39, 131–55; as goal of education, 131; introduction to, 131–33; psychological foundation of, 131; definitions concerning, 132; nar- row view of, as learning to learn, 133–41; learning strategies for, 135–37; learner training for, 137–39; teachers’ role in, 138–39; learners’ role in, 139–41; academic versus liberatory autonomy, 141; broad view of, as learning to liberate, 141–43; and sociopolitical consciousness, 141–42; degrees of, 143–44; generational learn- ing preferences, 145–47; microstrate- gies on, 145–49; inferencing as learning strategy, 147–49; exploratory project on, 149–54; and GAME plan, 149–52; and learner profile, 152–54; conclusion on, 155
Learner-centered methods, 26
Learners: investment of, 48 – 49; involve-
ment of, 48–58, 76; questions by, 49; communities of learning for, 59, 62; intake by, 77–78; attitudes of, 97–99; anxiety of, 123; silence of, 123; profile of, 152–54; as cultural informants, 273–74
Learning-centered methods, 26 – 27