{"product_id":"the-handbook-of-language-teaching-isbn-9781405154895","title":"The Handbook of Language Teaching","description":"Bringing together an international and interdisciplinary team of contributors, this \u003ci\u003eHandbook\u003c\/i\u003e is a wide-ranging and invaluable reference guide to language teaching. \u003cbr\u003e \u003cul\u003e \u003cli\u003eA comprehensive reference work on language teaching, which combines the latest research findings, coverage of core topics, and examples of teaching experience from a variety of languages and settings\u003cbr\u003e \u003c\/li\u003e \u003cli\u003eProvides a unique breadth of coverage, including: the psycholinguistic underpinnings of language learning; social, political, and educational contexts; program design; materials writing and course design; teaching and testing; teacher education; and assessment and evaluation\u003cbr\u003e \u003c\/li\u003e \u003cli\u003eOffers a balanced evaluation of the major positions and approaches, including examining the increasingly important social and political context of language teaching\u003cbr\u003e \u003c\/li\u003e \u003cli\u003eWritten by an international and interdisciplinary group of authors from a dozen different countries; English is only one of the many languages used as examples throughout the volume\u003c\/li\u003e \u003c\/ul\u003e  List of Contributors.  \u003cp\u003e\u003cb\u003ePart I Overview.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 Language Teaching (\u003ci\u003eM\u003c\/i\u003e\u003ci\u003eichael H. L\u003c\/i\u003e\u003ci\u003eong\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Social, Political, and Educational Contexts of Language Teaching.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2 The Social and Sociolinguistic Contexts of Language Learning and Teaching (\u003ci\u003eS\u003c\/i\u003e\u003ci\u003eandra Lee McKay and Rani R\u003c\/i\u003e\u003ci\u003eubdy\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e3 The Politics and Policies of Language and Language Teaching (\u003ci\u003eR\u003c\/i\u003e\u003ci\u003eobert Phillipson and T\u003c\/i\u003e\u003ci\u003eove Skutnabb-Kangas\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e4 History of Language Teaching (\u003ci\u003eDiane Musumeci\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III Psycholinguistic Underpinnings of Language Learning.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5 The Language-Learning Brain (\u003ci\u003eAlan Beretta\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e6 Sequences and Processes in Language Learning (\u003ci\u003eLourdes Ortega\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e7 The Importance of Cross-Linguistic Similarity in Foreign Language Learning (\u003ci\u003eHakan Ringbom and Scott Jarvis\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e8 Cognitive-Psychological Processes in Second Language Learning (\u003ci\u003eRobert M. DeKeyser\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e9 Optimizing the Input: Frequency and Sampling in Usage-Based and Form-Focused Learning (\u003ci\u003eNick C. Ellis\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV Program Design.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10 Bilingual and Immersion Programs (\u003ci\u003eJ\u003c\/i\u003e\u003ci\u003eim C\u003c\/i\u003e\u003ci\u003eummins\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e11 Heritage Language Programs (\u003ci\u003eSilvina Montrul\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e12 Specific Purpose Programs (\u003ci\u003eKen Hyland\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e13 Study Abroad Research: Findings, Implications, and Future Directions (\u003ci\u003eJoseph Collentine\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e14 Less Commonly Taught Languages: Issues in Learning and Teaching (\u003ci\u003eKira gor and Karen Vatz\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e15 Third Language Acquisition Theory and Practice (\u003ci\u003eWilliam P. Rivers and Ewa M\u003c\/i\u003e\u003ci\u003e. Golonka\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V Course Design and Materials Writing.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e16 Foreign and Second Language Needs Analysis (\u003ci\u003eJ\u003c\/i\u003e\u003ci\u003eames Dean Brown\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e17 Syllabus Design (\u003ci\u003ePeter Robinson\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e18 Advances in Materials Design (\u003ci\u003eAlan Waters\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e19 Corpora in Language Teaching (\u003ci\u003eJohn Flowerdew\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e20 Technology-Enhanced Materials (\u003ci\u003eDavid Brett and Marta González-Lloret\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VI Teaching and Testing.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e21 Methodological Principles for Language Teaching (\u003ci\u003eMichael H. Long\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e22 Teaching and Testing Listening Comprehension (\u003ci\u003eLarry Vandergrift and Christine Goh\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e23 Teaching and Testing Speaking (\u003ci\u003eMartin Bygate\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e24 Teaching and Testing Reading (\u003ci\u003eWilliam Grabe\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e25 Learning to Read in New Writing Systems (\u003ci\u003eKeiko Koda\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e26 Teaching and Testing Writing (\u003ci\u003eCharlene Polio and Jessica Williams\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e27 Teaching and Testing Grammar (\u003ci\u003eDiane Larsen-Freeman\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e28 Teaching and Testing Vocabulary (\u003ci\u003ePaul Nation and Teresa Chung\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e29 Teaching and Testing Pragmatics (\u003ci\u003eCarsten Roever\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e30 Task-Based Teaching and Testing (\u003ci\u003eJ\u003c\/i\u003e\u003ci\u003eohn M. Norris\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e31 Radical Language Teaching (\u003ci\u003eG\u003c\/i\u003e\u003ci\u003eraham Crookes\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e32 Diagnostic Feedback in Language Assessment (\u003ci\u003eAntony John Kunnan and Eunice Eunhee Jang\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e33 Computer-Assisted Teaching and Testing (\u003ci\u003eCarol A. Chapelle\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VII Teacher Education.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e34 Language Teacher Education (\u003ci\u003eRenée Jourdenais\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e35 Diffusion and Implementation of Innovations (\u003ci\u003eKris Van den Branden\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VIII Assessing and Evaluating Instruction.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e36 Current Trends in Classroom Research (\u003ci\u003eRosamond F. Mitchell\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e37 Issues in Language Teacher Evaluation (\u003ci\u003eKathleen M. Bailey\u003c\/i\u003e)\u003c\/p\u003e \u003cp\u003e38 Investigating the Effects and Effectiveness of L2 Instruction (\u003ci\u003eRick de Graaff and Alex Housen\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003e39 Program Evaluation (\u003ci\u003eSteven J. Ross\u003c\/i\u003e).\u003c\/p\u003e \u003cp\u003eAuthor Index.\u003c\/p\u003e \u003cp\u003eSubject Index.\u003c\/p\u003e  \u003cp\u003e“The Handbook offers state-of-the-art research-based analysis on what is currently known about language teaching. The inclusion of new and fast-growing issues as well as the variety of topics is indeed one of its strongest features.”  \u003ci\u003e(\u003c\/i\u003e\u003ci\u003eStudies in Second Language Acquisition\u003c\/i\u003e\u003ci\u003e,\u003c\/i\u003e \u003ci\u003e2012\u003c\/i\u003e\u003ci\u003e)\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e  \u003cb\u003eMichael H. Long\u003c\/b\u003e is Professor of Second Language Acquisition in the School of Languages, Literatures, and Cultures at the University of Maryland. Recent publications include \u003ci\u003eThe Handbook of Second Language Acquisition\u003c\/i\u003e, co-edited with Catherine Doughty (Wiley-Blackwell, 2003), \u003ci\u003eSecond Language Needs Analysis\u003c\/i\u003e (2005), and \u003ci\u003eProblems in Second Language Acquisition\u003c\/i\u003e (2007).\u003cbr\u003e   \u003cp\u003e\u003cb\u003eCatherine J. Doughty\u003c\/b\u003e is Senior Research Scientist and Second Language Acquisition Area Director at the Center for the Advanced Study of Language at the University of Maryland, and is an affiliate Professor of Second Language Acquisition at the University of Maryland. She is co-editor (with Michael Long) of \u003ci\u003eThe Handbook of Second Language Acquisition\u003c\/i\u003e (Wiley-Blackwell, 2003).\u003c\/p\u003e  Bringing together an international team of specialists from the fields of applied linguistics, second language acquisition, linguistics, education, and psychology, \u003ci\u003eThe Handbook of Language Teaching\u003c\/i\u003e is a wide-ranging and invaluable reference guide. The chapters are structured into seven major sections: the psycholinguistic underpinnings of language learning; social, political, and educational contexts; program design; materials writing and course design; teaching and testing; teacher education; and assessment and evaluation. \u003cbr\u003e   \u003cp\u003eProviding a unique breadth of coverage, the Handbook combines the latest research findings on core topics, as well as in several rapidly developing areas, including the language-learning brain, heritage language programs, study abroad, and less commonly taught languages. English is only one of the many languages used as examples throughout. The volume also explores the increasingly important political and social implications on language teaching. The result is an invaluable resource for anyone involved in second or foreign language teaching, SLA, psycholinguistics, and applied linguistics.\u003cbr\u003e \u003c\/p\u003e  It is hard to imagine a more thorough, innovative and interdisciplinary contribution to the field.  It will become essential reading for anyone concerned with language teaching.\u003cbr\u003e –\u003cb\u003eCarmen Muñoz\u003c\/b\u003e, University of Barcelona  \u003cp\u003eThe range of topics and perspectives and the international reputations of the contributors guarantee that this volume will have the same impact as the highly acclaimed and frequently cited \u003ci\u003eHandbook of\u003c\/i\u003e \u003ci\u003eSecond Language Acquisition\u003c\/i\u003e, also edited by Doughty and Long.\u003cbr\u003e –\u003cb\u003eSusan Gass\u003c\/b\u003e, Michigan State University\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990251487461,"sku":"NP9781405154895","price":262.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781405154895.jpg?v=1761787069","url":"https:\/\/k12savings.com\/products\/the-handbook-of-language-teaching-isbn-9781405154895","provider":"K12savings","version":"1.0","type":"link"}