Teacher Change and Dynamics of English Language Teaching Practices (Paperback)

The first part of this book presents two case studies of teacher change about active learning in English for Specific Purposes classes. Its purpose is to encourage the lecturers to implement new strategies to engage students in greater responsibility for their own learning and academic enhancement. In the remaining of this book, other contributors value the impact of teacher beliefs on their practices with regard to critical reading, the role of text-based and task-based language teaching, and oral presentations in fostering students' active learning. We, authors, expect that this book provides teachers and students with insights into how changes in beliefs and practices and student learning are intertwined. This book is organized into five chapters. Chapter One focuses on teacher change about active learning. Chapter Two addresses the role of beliefs about critical reading on facilitating student learning. Chapter Three presents teachers' practices of text-based vocabulary instruction. Chapter Four is targeted at teachers' perceptions about task-based language teaching. Chapter Five details students' perceptions about oral presentations in speaking classes.