Values, philosophies, and beliefs in TESOL: making a statement
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Cambridge [u.a.]
Cambridge Univ. Press
2009
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Cambridge language teaching library
|
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017550214&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | XI, 277 S. |
| ISBN: | 9780521517485 9780521741279 |
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Datensatz im Suchindex
| _version_ | 1819364894611341312 |
|---|---|
| adam_text | Titel: Values, philosophies, and beliefs in TESOL
Autor: Crookes, Graham
Jahr: 2009
Contents
Acknowledgments xi
Chapter 1 Beginning to make a statement (of beliefs,
values, or philosophy) in TESOL 1
Introduction 1
A simple preliminary conception and a rationale for a
philosophy of teaching 2
Methods, language teaching traditions, and
philosophical issues: A preview 3
Other terms related to philosophy of teaching 8
Sources and processes for developing
a philosophy of teaching 12
Organization of the rest of the text 21
Discussion questions 25
Chapter 2 The early history and philosophies of school 28
Introduction 28
The beginnings both of schooling and of
S/FL literacy 29
The beginnings of higher education and of philosophies
of schooling 33
The philosophies of early schools 36
S/FL learning in ancient schooling 39
Modern school 41
Nonmodern philosophies in language teachers
developing philosophies of teaching 42
Concluding remark 43
Discussion questions 44
Chapter 3 Language teaching traditions in historical and
philosophical context 46
Introduction 46
Humanism (from the 1400s forward) 46
The 18th century in Europe 51
The 20th century 61
vu
Contents
For applied linguists, the story starts here...
Concluding remark
Discussion questions
Chapter 4 Isms and systems
Introduction
Metacategories or a metasystem
Systems or philosophical -isms
Educational-philosophical movements and
language-teaching traditions
Progressivism, reconstructionism, perennialism,
and essentialism
Concluding remark
Discussion questions
Chapter 5 Two recent philosophical movements,
language teaching, and the way the world
is going (perhaps)
Introduction
The nonempiricists
Traditions of continental philosophy
Structuralism and reactions to it: Post-structuralist
ideas about language and consciousness
Modernism and reactions to it: Postmodern ideas
about society and change
Concluding remark
Discussion questions
Chapter 6 Epistemology and the S/ FL teacher
Introduction
Knowledge
Theories of truth; truth and associated concepts
Some current theories of knowledge; and
of its acquisition
Knowledge of language and of second
or foreign languages
Professional knowledge
Teachers knowledge
Concluding remark
Discussion questions
Chapter 7 Ethics and morals
Introduction
68
71
72
75
75
76
79
84
85
89
90
92
92
93
96
102
107
108
109
112
112
114
116
116
120
124
130
132
133
136
136
vm
Contents
Chapter 8
Chapter 9
Chapter 10
Chapter 11
A quick history of ethics 137
Ethics in education 140
Professional ethics 144
Concluding remark 147
Discussion questions 147
Mainstream social and political philosophy and
language education 149
Introduction 149
Definitions and the topics encompassed by this area 150
Sociopolitical concepts in democracies 152
Rights 160
Criticisms of liberal concepts 164
Interim summary 170
Concluding remark 171
Discussion questions 172
Radical alternatives 175
Background 175
Free libertarian schools 176
Critical pedagogy 181
Feminism and feminist philosophy in education 186
Points of feminist critique in philosophy
and education 188
Feminist pedagogy 191
Concluding remark 195
Discussion questions 196
Some continuing tensions for S/FL teachers 199
Introduction 199
Tension /control 201
Compromise 203
Resistance 206
Concluding remark 211
Discussion questions 212
Aims and other components of a teaching
philosophy - empirical studies 214
Introduction 214
Aims as part of the philosophy of education 215
Aims for the individual 217
Vocational aims 220
Aims and society 221
IX
Contents
Aims and intrinsically worthwhile activities
Empirical studies
Goodman on a practical philosophy of teaching
Concluding remark
Discussion questions
Chapter 12 A concluding comment
224
224
232
234
235
238
References
Index
241
271
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| spellingShingle | Crookes, Graham Values, philosophies, and beliefs in TESOL making a statement Englisch English language Ability testing English language Study and teaching Foreign speakers Test of English as a Foreign Language Evaluation Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| subject_GND | (DE-588)4018428-6 |
| title | Values, philosophies, and beliefs in TESOL making a statement |
| title_auth | Values, philosophies, and beliefs in TESOL making a statement |
| title_exact_search | Values, philosophies, and beliefs in TESOL making a statement |
| title_full | Values, philosophies, and beliefs in TESOL making a statement Graham V. Crookes |
| title_fullStr | Values, philosophies, and beliefs in TESOL making a statement Graham V. Crookes |
| title_full_unstemmed | Values, philosophies, and beliefs in TESOL making a statement Graham V. Crookes |
| title_short | Values, philosophies, and beliefs in TESOL |
| title_sort | values philosophies and beliefs in tesol making a statement |
| title_sub | making a statement |
| topic | Englisch English language Ability testing English language Study and teaching Foreign speakers Test of English as a Foreign Language Evaluation Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| topic_facet | Englisch English language Ability testing English language Study and teaching Foreign speakers Test of English as a Foreign Language Evaluation Fremdsprachenunterricht |
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