Bibliography for EDUC4161 Developments in Language Teaching Methodology BETA

Baecher, L., T. Farnsworth, and A. Ediger. ‘The Challenges of Planning Language Objectives in Content-Based ESL Instruction’. Language Teaching Research 18.1 (2014): 118–36. https://doi.org/10.1177/1362168813505381.

Batstone, R. ‘Language Form, Task-Based Language Teaching, and the Classroom Context’. ELT Journal 66.4 (2012): 459–67. https://doi.org/10.1093/elt/ccs058.

Bell, D. M. ‘Do Teachers Think That Methods Are Dead?’ ELT Journal 61.2 (2007): 135–43. https://doi.org/10.1093/elt/ccm006.

Cenoz, J., F. Genesee, and D. Gorter. ‘Critical Analysis of CLIL: Taking Stock and Looking Forward’. Applied Linguistics 35.3 (2014): 243–62. https://doi.org/10.1093/applin/amt011.

Choo, J.P.L, Too, W.K. ‘Teachers’ Perceptions in Using Task-Based Instruction for the Teaching of Grammar’. Journal of Interdisciplinary Research in Education (JIRE) 2.1 (2012). https://university2.taylors.edu.my/jire/downloads/vol2_04.pdf.

Echevarria, Jana, Catherine Richards-Tutor, Rebecca Canges, and David Francis. ‘Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners’. Bilingual Research Journal 34.3 (2011): 334–51. https://doi.org/10.1080/15235882.2011.623600.

Ellis, Rod. ‘Task-Based Language Teaching: Sorting out the Misunderstandings’. International Journal of Applied Linguistics 19.3 (2009): 221–46. https://doi.org/10.1111/j.1473-4192.2009.00231.x.

Feryok, Anne. ‘An Armenian English Language Teacher’s Practical Theory of Communicative Language Teaching’. System 36.2 (2008): 227–40. https://doi.org/10.1016/j.system.2007.09.004.

Kumaravadivelu, B. Beyond Methods: Macrostrategies for Language Teaching : Macro-Strategies for Language Teaching. Yale University Press, 2003. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=3420077.

Kumaravadivelu, B. ‘TESOL Methods: Changing Tracks, Challenging Trends’. TESOL Quarterly 40.1 (2006). https://doi.org/10.2307/40264511.

Larsen-Freeman, Diane, and Marti Anderson. Techniques and Principles in Language Teaching. 3rd ed. Oxford University Press, 2011.

McDevitt, B. ‘Negotiating the Syllabus: A Win-Win Situation?’ ELT Journal 58.1 (2004): 3–9. https://doi.org/10.1093/elt/58.1.3.

Mikulec, Erin, and Paul Chamness Miller. ‘Using Project-Based Instruction to Meet Foreign Language Standards’. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 84.3 (2011): 81–86. https://doi.org/10.1080/00098655.2010.516779, https://doi-org.unm-ezproxy.idm.oclc.org/10.1080/00098655.2010.516779.

Pica, T. ‘Tradition and Transition in English Language Teaching Methodology’. System 28.1 (2000): 1–18. https://doi.org/10.1016/S0346-251X(99)00057-3.

Richards, J. C. ‘Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design’. RELC Journal 44.1 (2013): 5–33. https://doi.org/10.1177/0033688212473293.

Richards, Jack C., and Theodore S. Rodgers. Approaches and Methods in Language Teaching. 3rd ed. Vol. Cambridge language teaching library. Cambridge University Press, 2014.

Robinson, Peter. ‘Task-Based Language Learning: A Review of Issues’. Language Learning 61 (2011): 1–36. https://doi.org/10.1111/j.1467-9922.2011.00641.x.

Savignon, Sandra J. ‘Beyond Communicative Language Teaching: What’s Ahead?’ Journal of Pragmatics 39.1 (2007): 207–20. https://doi.org/10.1016/j.pragma.2006.09.004.

Shaw, Peter A. ‘The Syllabus Is Dead, Long Live the Syllabus: Thoughts on the State of Language Curriculum, Content, Language, Tasks, Projects, Materials, Wikis, Blogs and the World Wide Web’. Language and Linguistics Compass 3.5 (2009): 1266–83. https://doi.org/10.1111/j.1749-818X.2009.00154.x, https://doi-org.unm-ezproxy.idm.oclc.org/10.1111/j.1749-818X.2009.00154.x.

Spiro, Jane and MyiLibrary. Changing Methodologies in TESOL. Electronic resource. Vol. Edinburgh textbooks in TESOL. Edinburgh University Press, 2013. electronic resource. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=1404628.

Woods, Devon, and Hamide Çakır. ‘Two Dimensions of Teacher Knowledge: The Case of Communicative Language Teaching’. System 39.3 (2011): 381–90. https://doi.org/10.1016/j.system.2011.07.010.