Page 350 - Beyond Methods

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Index
Britain, 250–52; and role of first lan- guage, 250–55; illustrations of, 251–53; L2 learners in Sri Lanka, 252–54; and teaching materials, 255–56; and peda- gogy of possibility, 256–58; micro- strategies for, 258–62; bridge-building between home language and school language, 262–64; exploratory projects on, 262–65; and Internet, 264–65; conclusion on, 266. See also Cultural consciousness
Sociopolitical consciousness, 32, 141–42, 256–58
South Africa, 79, 257
Spain, 79
Spanish language, 207, 260–62 SPEAKING factors, 210
Speculative theory, 20. See also Theory Speech act theory, 210
Sri Lanka, 252–54, 256–57 Standardization, 241–49
Stern, H. H., 31, 32, 268
Stevick, E., 31
Strategic mismatch, 84–85
Strategic teachers, 42–43
Stress in language, 160–61, 207, 208–9 Stress-timed language, 207
Stubbs, 160
Suggestopedia, 24
Swaffer, J., 29, 227–28
Swain, M., 101, 110–11, 197
Sweet, H., 101, 177, 214
Syllable-timed language, 207
Syllabus, 46–47
Szabo, A., 135, 143
Talk management, 115–19, 127–28 Tannen, D., 269
Taxonomy of learning strategies, 135–36 Teacher education, 24, 28, 31–32, 42,
162–63
Teacher input, 77–78
Teacher-talk, 103–5
Teaching: as art and science, 5; as voca-
tion, 5–6; goals of, 6–7, 131; roles of teacher, 7–17, 21; technicist or trans- mission approach to, 8–9, 15–17, 21;
reflective teaching, 9–13, 15–17, 21; transformative intellectual role of teachers, 13–17, 21, 274; theory and practice of, 17–21, 33, 35; success in and satisfaction from, 21–22; method as term and concept in, 23–32, 42; dis- satisfaction with method in, 29–32; and eclecticism, 30–31, 33; exploratory teaching, 32; and postmethod peda- gogy, 32–43; autonomy of teachers, 33; and sense of plausibility, 33–34; sense- making by teachers, 36; strategic teach- ers, 42–43; definition of classroom in- struction, 44–45; limitations of teachers’ agenda, 45–46; syllabus for, 47; questioning by teachers, 49–58, 71–74, 166; language awareness of lan- guage teachers, 162–64; deductive teaching and intuitive heuristics, 183–85; inductive teaching and intu- itive heuristics, 185–86; teachers as cultural informants, 273–74; definition of teaching act, 290
Teaching/learning materials: limitations of traditional teaching materials, 46; adaptation and creation of new learn- ing materials, 60; news stories as, 60, 65–66, 167, 173–74, 221–23, 237–38, 260–62, 283–84; for learning to learn, 135; teacher self-assessment on, 151; and Critical Language Awareness (CLA), 166–67; and social relevance, 255–56
Technicist approach to teaching, 8–9, 15–17, 21
Terrell, T. D., 104, 105
Textbooks, 24, 28, 46, 166–67, 228, 247,
255–56
Textual activity of interaction, 102,
103–5, 114–15
Theorizing, 20–21
Theory, 17–21, 27–28, 33, 35, 38 Third culture, 271
Thomas, H., 29, 229
Thornbury, S., 50, 119, 162, 199, 305 Tiffin, H., 243
Tomlin, R., 227, 229