Efnisyfirlit

• Cover
• Series
• Title page
• Copyright
• CONTENTS
• ACKNOWLEDGEMENTS
• PREFACE TO THE SECOND EDITION
  • What has changed in the world of teaching languages to young learners?
• INTRODUCTION
  • Who is the book for and what kind of book is it?
  • Focus on teachers
  • What age groups are covered in the term ‘young learners’?
  • Variety of contexts
  • What do the chapters offer?
• 1 LEARNING AND DEVELOPMENT
  • Introduction
  • Active learning: ‘constructivism’
  • Piaget’s stages of development
  • Criticism of Piaget’s stages
  • The role of interaction: ‘social constructivism’
  • Social learning
  • Children are all unique learners
  • Learning environments
  • Learning a second language and a sense of self and identity
  • The role of friendships
  • Exceptional children and mixed-ability classes
  • Summary
  • Suggestions for further reading
  • Tasks
• 2 LEARNING THE FIRST LANGUAGE AT HOME AND AT SCHOOL
  • Introduction
  • Why is first language development of interest to EYL teachers?
  • How is the first language acquired?
  • The achievements of the first five years
  • The influence of school on first language development
  • Organizing school knowledge and experiences
  • Summary
  • Suggestions for further reading
  • Tasks
• 3 LEARNING SECOND LANGUAGES AT HOME AND AT SCHOOL
  • Introduction
  • Bilingualism
  • The effect of age
  • Learning a second language in the playground and at school
  • Virtual learning spaces: The internet
  • Summary
  • Suggestions for further reading
  • Tasks
• 4 POLICY: PRIMARY ELT PROGRAMMES
  • Introduction
  • Contextual factors in language teaching
  • The role of motivation
  • Aims and expectations
  • Exposure to English
  • Teacher skills and knowledge
  • Integrating English into the curriculum
  • Continuity and the private sector
  • Summary
  • Suggestions for further reading
  • Tasks
• 5 TEACHING LISTENING AND SPEAKING
  • Introduction
  • Teaching listening
  • Listening activities for younger learners
  • Listening activities for older learners
  • Teaching speaking
  • Speaking activities for younger learners
  • Speaking activities for older learners
  • Dynamic/emergent tasks
  • Summary
  • Suggestions for further reading
  • Tasks
• 6 TEACHING READING AND WRITING
  • Introduction
  • Why teach reading and writing in TEYL classes?
  • Early literacy in English as a first language
  • Teaching reading in TEYL classes
  • Reading activities for younger learners
  • Reading activities for older learners
  • Teaching writing in TEYL classes
  • Summary
  • Suggestions for further reading
  • Tasks
• 7 TEACHING VOCABULARY AND GRAMMAR
  • Introduction
  • Teaching vocabulary and grammar
  • Vocabulary and grammar for younger learners
  • Vocabulary and grammar for older learners
  • Summary
  • Suggestions for further reading
  • Tasks
• 8 LEARNING TO LEARN
  • Introduction
  • What is learning to learn?
  • Developing social and affective strategies and raising awareness about language learning
  • Developing metacognitive strategies
  • Developing cognitive strategies
  • Making links between general thinking skills and language learning strategies
  • Giving space to children’s choices
  • Summary
  • Suggestions for further reading
  • Tasks
• 9 MATERIALS EVALUATION AND MATERIALS DESIGN
  • Introduction
  • Using coursebooks
  • Syllabuses: four skills and more
  • Evaluating coursebooks
  • Supplementing coursebooks
  • Authentic texts
  • Creating own materials
  • Summary
  • Suggestions for further reading
  • Tasks
• 10 ASSESSMENT
  • Introduction
  • Purposes of assessment
  • Standardized large-scale testing
  • Teacher assessment
  • Traditional methods of assessment and young learners
  • Child-friendly methods and a variety of assessment tools
  • Summary
  • Suggestions for further reading
  • Tasks
• 11 INTERCULTURAL AWARENESS
  • Introduction
  • Children relocating to a new country
  • Intercultural education
  • Cultural content in language learning materials
  • Cultural encounters and intercultural training
  • Multilingual schools
  • Tolerance and diversity
  • Summary
  • Suggestions for further reading
  • Tasks
• 12 RESEARCH IN THE PRIMARY ENGLISH CLASSROOM
  • Introduction
  • Classroom research and action research
  • Asking children about their views and opinions
  • Children as researchers
  • Challenges of research with child participants
  • Research ethics
  • Summary
  • Suggestions for further reading
  • Tasks
• TASKS FOR EXPLORING YOUR OWN PRACTICE
  • Task 1: Exploring different age groups
  • Task 2: Exploring children’s first language performances
  • Task 3: Observing children outside English classes
  • Task 4: Exploring teaching and learning contexts
  • Task 5: Exploring materials
  • Task 6: Working creatively with materials
  • Task 7: Observing children choosing tasks
  • Task 8: Getting children to reflect on their learning
  • Task 9: Planning lessons
  • Task 10: Exploring authentic materials
  • Task 11: Designing your own assessment tasks
  • Task 12: Keeping a teaching diary
  • Task 13: Recording your own lessons
  • Task 14: Collaborative writing and reflection
  • Task 15: Good language learner booklets/blogs
  • Task 16: Developing skills towards self- and peer assessment
  • Task 17: Getting the children to record themselves regularly
  • Task 18: Using diagnostic assessment
  • Task 19: Exploring group presentations
  • Task 20: Cultural self-portraits
  • Task 21: Exploring cultural content in books or other materials
  • Task 22: Making class posters
  • Task 23: Conversations with children based on drawings
  • Task 24: Getting the children to decide
  • Task 25: Getting the children to act as researchers
• GLOSSARY
• REFERENCES
• INDEX

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
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Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
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Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu