Ernesto Macaro

This skills-oriented handbook for English Medium Instruction (EMI) learners provides students with a toolbox of strategies and approaches to maximise their performance in their courses. EMI learners are students who are studying an academic subject, other than English itself, through the medium of English. Through a series of carefully designed exercises and awareness-raising tasks showcased in this book, students can develop the skills and strategies they need to optimise their academic performance in the face of considerable academic and language challenges. This accessible text is full of strategies for students to use the English language they already have in order to engage more fully in their academic courses. They will become much more efficient at preparing for, performing in, and reflecting on their classes. The book covers preparing for classes (pre-flight activities); performing in classes (in-flight strategies); and reflecting on classes (after landing). Grounded in the research of EMI teaching and learning and in extensive teacher-training within EMI, this is a valuable resource for any EMI student studying in a university across the world, as well as EMI teachers, EAP/ESP educators, and academic support staff who work with EMI learners.

This skills-oriented handbook for English Medium Instruction (EMI) learners provides students with a toolbox of strategies and approaches to maximise their performance in their courses. EMI learners are students who are studying an academic subject, other than English itself, through the medium of English. Through a series of carefully designed exercises and awareness-raising tasks showcased in this book, students can develop the skills and strategies they need to optimise their academic performance in the face of considerable academic and language challenges. This accessible text is full of strategies for students to use the English language they already have in order to engage more fully in their academic courses. They will become much more efficient at preparing for, performing in, and reflecting on their classes. The book covers preparing for classes (pre-flight activities); performing in classes (in-flight strategies); and reflecting on classes (after landing). Grounded in the research of EMI teaching and learning and in extensive teacher-training within EMI, this is a valuable resource for any EMI student studying in a university across the world, as well as EMI teachers, EAP/ESP educators, and academic support staff who work with EMI learners.

Against a backdrop of theory, policy documents, and examples of practice, this book weaves together research in both secondary and tertiary education, with a particular focus on the key stakeholders involved in EMI: the teachers and the students. Whilst acknowledging that the momentum of EMI is unlikely to be diminished, and identifying its potential benefits, the author raises questions about the ways it has been introduced and developed and explores how we can arrive at a true cost-benefit analysis of its future impact.

Improving Foreign Language Teaching provides teachers and teacher trainers with a research-based structure for the effective teaching and assessment of second languages. As well as outlining a model for teacher development, the book identifies and exemplifies eight key principles for effective language learning, which can be used to guide curriculum design and decisions about classroom pedagogy. Improving Foreign Language Teaching also presents practical activities, related materials, and guidance on how student progress can be monitored and recorded. Based on the research of the authors and other international experts, together with the work of a consortium established by the authors and teachers in a range of secondary schools, the book focusses on the development of language skills and communicative competence. It also proposes an assessment system which better reflects how learners progress in language learning than current models. Taking as its starting point the challenge of a curriculum in flux and complex pedagogical approaches, this book offers clear research-informed guidance for effective planning, teaching and learning. It will be essential reading for all those concerned with the improvement of language learning and teaching in the secondary classroom.

Improving Foreign Language Teaching provides teachers and teacher trainers with a research-based structure for the effective teaching and assessment of second languages. As well as outlining a model for teacher development, the book identifies and exemplifies eight key principles for effective language learning, which can be used to guide curriculum design and decisions about classroom pedagogy. Improving Foreign Language Teaching also presents practical activities, related materials, and guidance on how student progress can be monitored and recorded. Based on the research of the authors and other international experts, together with the work of a consortium established by the authors and teachers in a range of secondary schools, the book focusses on the development of language skills and communicative competence. It also proposes an assessment system which better reflects how learners progress in language learning than current models. Taking as its starting point the challenge of a curriculum in flux and complex pedagogical approaches, this book offers clear research-informed guidance for effective planning, teaching and learning. It will be essential reading for all those concerned with the improvement of language learning and teaching in the secondary classroom.

Continuum has repackaged some of its key academic backlist titles to make them available at a more affordable price. These reissues will have new ISBNs, distinctive jackets and strong branding. They cover a range of subject areas that have a continuing student sale and make great supplementary reading more accessible. Ernesto Macaro provides an insight into what language teachers might want from language research.

This title focuses on the different strategies that people use to learn languages and shows teachers how to train pupils in those strategies and adapt their teaching to derive the greatest benefit from each strategy. It mixes prose with exercises, questions and prompts for reflection.

This book explores the relevance that second language research has for the secondary foreign language classroom. It analyses the concept of teaching and learning exclusively through the target language. This concept is then related to two current pedagogical tendencies: peer collaboration and learner autonomy.