The emergence of English as a global language, along with technological innovations and the growing need for learner autonomy, is changing language teaching rapidly and profoundly. With these changes come new demands and challenges for teaching education programs. This authoritative collection of writings highlights some of the best work being done today in the United States and abroad to make communicative competence an attainable goal. The contributors examine what has come to be known as communicative language teaching, or CLT, from the perspectives of teachers and teacher educators. The book documents current reform initiatives in Japan, the United States, Hong Kong, Taiwan, and continental Europe to provide a global perspective on language teaching for communicative competence. Four major themes recur throughout the volume: the multifaceted nature of language teaching; the highly contextualized nature of CLT; the futility of defining a anative speakera in the postcolonial, postmodern world; and the overwhelming influence of high-stakes tests on language teaching. The book is a useful and valuable tool for language teachers, teacher educators, and policymakers.But the Japanese-language version of the ad for the same position calls for a a#39;a#39; native speakera#39;a#39; of English. ... My Japanese coworkers sometimes say things that are hard for me to understand. ... Pat-a-cake pat-a-cake, or say a#39;How are you?
|Title||:||Interpreting Communicative Language Teaching|
|Author||:||Sandra J. Savignon|
|Publisher||:||Yale University Press - 2008-10-01|