Inclusive Teaching Strategies for Discipline-based English Studies
Enhancing Language Attainment and Classroom Interaction in a Multicultural Learning Environment
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Beschreibung
This book presents empirical findings that reveal various teaching strategies and responses from two sub-cultural groups of students, i.e. local Hong Kong and Mainland students, with regard to their English studies. It puts forward a constructive model for innovative teaching strategies to enhance language attainment and classroom interaction in a multicultural learning environment in Hong Kong. It highlights inclusive teaching strategies with instructional, inspirational and interactional components to accommodate diverse learners and promote their classroom interaction. In addition to contributing to innovation in higher education in Hong Kong, the lessons learned here can be universally applied to ESL/EFL teaching and education reform around the world. Further, they support better learning and teaching at universities in the context of internationalization.
The book will above all benefit undergraduate students in ESL/EFL teacher training programs, and post-graduate research students in applied linguistics, language education and second language teacher education. It also offers a valuable reference book for university lectures in teacher education, researchers in higher education in China, and TESOL/TEFL instructors in English-speaking countries (the UK, USA, Canada, Australia, New Zealand etc.).
This book presents empirical findings that reveal various teaching strategies and responses from two sub-cultural groups of students, i.e. local Hong Kong and Mainland students, with regard to their English studies. It puts forward a constructive model for innovative teaching strategies to enhance language attainment and classroom interaction in a multicultural learning environment in Hong Kong. It highlights inclusive teaching strategies with instructional, inspirational and interactional components to accommodate diverse learners and promote their classroom interaction. In addition to contributing to innovation in higher education in Hong Kong, the lessons learned here can be universally applied to ESL/EFL teaching and education reform around the world. Further, they support better learning and teaching at universities in the context of internationalization.
The book will above all benefit undergraduate students in ESL/EFL teacher training programs,and post-graduate research students in applied linguistics, language education and second language teacher education. It also offers a valuable reference book for university lectures in teacher education, researchers in higher education in China, and TESOL/TEFL instructors in English-speaking countries (the UK, USA, Canada, Australia, New Zealand etc.).
Makes recommendations for ESL/EFL curriculum design and teaching practices, as well as a substantial contribution to the strategic development of higher education in Hong Kong Introduces and justifies methodological innovations in English language education by evaluating a range of theoretical frameworks and teaching practices Shares insights into the learning styles of Chinese students from various sub-cultures and sheds new light on shaping language teaching methods to accommodate students from diverse cultural and educational backgrounds Provides significant implications for pre-service and in-service teacher education quality assurance in higher education around the globe Includes supplementary material: sn.pub/extras Includes supplementary material: sn.pub/extras
Autor*in
Hing Wa (Helena) Sit
Themen in »Inclusive Teaching Strategies for Discipline-based English Studies«
English Teaching Strategies Cross-cultural Teaching and Learning Language Education ESL Curriculum and Pedagogy Cultural Diversity and Inclusivity Hong Kong University