Titlebook: International Perspectives on Teaching English in Difficult Circumstances; Contexts, Challenges Kuchah Kuchah,Fauzia Shamim Book 2018 The E

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肌肉

Teaching English in Difficult Circumstances: Setting the Scene,rent literature on the subject of ELT in difficult circumstances, the chapter shows how language pedagogy has developed in recent years in response to the different contextual challenges imposed on learners, teachers and teacher educators in such contexts.

GONG

‘I Want to Make the Invisible Visible’: Teacher Motivation in Argentinian Prison Educations when their drive to work for the common good, sense of citizenship, collaboration, and social responsibility are so high that challenges are perceived as new opportunities for professional but, above all, personal development.

背帶

龍卷風(fēng)

Resourcing the Under-resourced English Language Classroom in State Primary Special Education Schoolsom in their speaking bodies. Drawing on personal experiences and the use of the imagination, fostered through creative and innovative strategies, SEN students can enjoy well-being and acquire basic skills in inclusive classrooms.

ALIAS

Towards a Project-Based Approach to Teacher Development in Difficult Circumstances: The Case of Two some setbacks, the experience was an enriching one. The main lesson learnt is that the bottom-up approach to CPD can be more effective due to personal commitment to a plan made by the individual teacher.

Control-Group

An Almost Invisible ‘Difficult Circumstance’: The Large Classhat official TPRs are often very different from the actual class sizes which teachers experience. It is not an exaggeration to say that official statistics obscure—or make invisible—the true class size conditions that teachers have to face.

緊張過(guò)度

Promoting Learner Engagement in a Large University-Level ESL Class in Pakistan the outcomes of the study. From a global perspective, the strategies shared in the chapter may have wider significance and contribute to the repertoire of strategies large class teachers use to engage learners in similar contexts elsewhere.

斜坡

‘We Learn from Simple Way but Big Big Thing’: Promoting Learner Autonomy in Large Under-Resourced Clful to them and builds their confidence to learn English autonomously. Samples of learning materials and student feedback are provided to illustrate the value of adapting locally generated pedagogies from one local context to another similar context.

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