How can language learning in the formal context of the classroom contribute to the learners' communicative competence, whilst at the same time enhancing their general learning skills and preparing them for life long learning? Such a challenge is complex, as is catering to the needs of individual students in a group learning context. This book explores ways in wich a traditional task-based approach to language teaching, can be extended to help students not only to become more skilful language users, but to become more skillful learners in the process.

This book introduces the reader to a model for supporting and guiding the development of successful learning in the primary classroom.

Teaching in the Fast Lane offers teachers a way to increase student engagement: an active classroom. The active classroom is about creating learning experiences differently, so that students engage in exploration of the content and take on a good share of the responsibility for their own learning. It's about students reaching explicit targets in different ways, which can result in increased student effort and a higher quality of work. Author Suzy Pepper Rollins details how to design, manage, and maintain an active classroom that balances autonomy and structure. She offers student-centered, practical strategies on sorting, station teaching, and cooperative learning that will help teachers build on students' intellectual curiosity, self-efficacy, and sense of purpose. Using the strategies in this book, teachers can strategically "let go" in ways that enable students to reach their learning targets, achieve more, be motivated to work, learn to collaborate, and experience a real sense of accomplishment.

From the moment the first corporate university (CU) was created and the term was coined, the central metaphor of university has proved a double-edged sword. The emphasis on university has been a driving force in moving companies beyond a restricted and siloed approach to training, to a central vision for learning within the organization. On the other hand, there have been failures and many corporate universities have struggled to bring a business rigour to learning or to align their development with the key business and financial drivers of the organization. Handbook of Corporate University Development draws on experience from around the world, to provide anyone responsible for strategy and learning - at senior levels in government, education and business - with a picture of current best practice. The Handbook is not a prescriptive 'how-to', rather an exploration of key issues such as: Who owns a corporate university initiative? How is the funding managed? How is the CU aligned with business strategy? How do CU directors and project managers deploy resources? How do they deal with suppliers? How do they report and measure CU performance? What are the processes and technologies needed to provide and support different forms of learning? How can you blend different media? How do you assess what learning has taken place? What are the future prospects and potential for corporate universities? It is time for the corporate university to demonstrate how business rigour, handled deftly and with strong and perceptive leadership, can revolutionize learning both inside and outside the organization. Handbook of Corporate University Development is an important catalyst towards this process.

Despite the common association between authenticity and motivation in language learning, there does not currently exist a single volume exploring these connections. This book looks at the relationship between authenticity and motivation by specifically viewing the process of mutually validating the act of learning as social authentication, which in turn can often lead to positive motivational synergy between students and teacher(s). The study at the centre of this book uses autoethnography and practitioner research to examine the complex relationship between authenticity and motivation in the foreign language learning classroom. In particular, it traces the links between student and teacher motivation, and proposes that authenticity can act as a bridge to connect learners to the classroom environment and engage with the activity of learning.

This book examines the concept of authentic English in today’s world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. This continuum builds on the work of eminent scholars and combines them within a flexible framework that celebrates the process of interaction whilst acknowledging the complexity and individual subjectivity of authenticity. Authenticity is approached as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is a problem not just for language acquisition but one which affects us as individuals belonging to society.

Developing Intercultural Language Materials puts intercultural competence at the forefront of the learning agenda. It unpicks its underlying theory and provides a framework and practical methodologies for practitioners, providing a toolkit for them to create their own learning materials and design their own classroom activities to nurture intercultural competence. This innovative book showcases some of the new ways language teachers in practice successfully integrate this essential skill into their curricula. Directions for further research, pulling out recurring threads in this book, such as critical pedagogy and cultural sensibility, offer opportunities for professional development. This research‐grounded and action‐oriented text is essential reading for language and cultural studies practitioners who want to help their students thrive in today’s multicultural world.

'Whose Learning?' explores the increasingly popular practice of academic and personal tutoring and addresses three fundamental strands of the learning process and their complex inter-relationships: knowing what to learn, knowing how to learn, and knowing yourself as a learner.

This unique book provides the reader with a mini-library of over one hundred readings containing: --both classic and contemporary readings--international contributors--material drawn from books and journalsAn essential reference resource in its own right, Readings for Reflective Teaching also contains numerous cross-references to Andrew Pollards Reflective Teaching.

First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.