A Course in Language Teaching: Practice of Theory (Cambridge by Penny Ur
By Penny Ur
This crucial path offers a accomplished uncomplicated creation to educating languages, to be used in pre-service or early event settings. it may be utilized by teams of lecturers operating with a coach, or as a self-study source. The Trainee's publication offers all of the initiatives given in most cases ebook yet with out historical past info, bibliographies, notes or recommendations. it's compatible for these learning on a trainer-led direction, the place suggestions is quickly to be had.
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Extra resources for A Course in Language Teaching: Practice of Theory (Cambridge Teacher Training and Development)
And then he talks of Damayanthi and Sakunthala and Yasodha and everywhere there is something about our country and something about Swaraj … In this passage, names such as Siva and Parvati contain ‘reference to the multitude of the pantheon of Hindu gods’, while the word Khaddar, ‘handspun cloth’, is a contextually meaningful reference to an element of anti-Raj protests — making cloth for clothing by hand in India, rather than buying it from British purveyors. Such texts raise ‘interpretive difficulties’ (B.
It is an interpretation that rests not only on a valid historical view of the spread of English (see Chapter 1), but also on sociolinguistically viable interpretations of the status and functions of English in its many contexts. In some ways, the circles overlap former notions of NS/NNS and EFL/ESL, but they serve explanatory needs better in research and in pedagogy. The three circles are a conception of the status and functions of Englishes, including their identity-conferring capacities, that is dynamic and not presumed to be controllable by any agency or group, ‘native’ or otherwise.
In a recent monograph, Davies (2003) takes up the whole question of the reality of the native speaker as a construct and examines it from various perspectives, including its psycholinguistic, linguistic and sociolinguistic conceptualization. After examining the ‘common-sense’ and empirical criteria, he concludes that ‘the fundamental opposition [between native speaker and non-native speaker] is one of power and that in the event membership is determined by the non-native speaker’s assumption of confidence and of identity’ (p.