The intent of this book is to provide ideas andsupport for integrating form with content, this isdone through presenting qualitative and quantitativeresults from an experiment involving beginning andintermediate learners of French. The quantitativeexperiment tests the effect of integratinggrammatical and lexical forms (i.e., focus-on-form)into a content- (culture) enriched lesson. Theresults show positive support for integrating grammarand vocabulary within a cultural lesson. Thequalitative aspects of the study concern teachers?implementation of specific instructions during alesson, as well as their language choice in theclassroom (English vs. French). The data reveal thateven when given specific instructions to carry out alesson, teachers tend to follow their naturalteaching style. Regarding language choice, teacherschoose English in instances of immediatetranslations, delayed translations, and feedback totheir students. Suggestions of pedagogicalapplications for teaching second language culture andof theoretical implications are proposed for secondlanguage teachers, teacher educators, and researchers.
Research suggests that mobile phones can support science teaching and learning by providing authentic learning opportunities that connect the classroom with the outside world. Furthermore, both the functions and the attributes of mobile phones offer a variety of opportunities to enhance the effectiveness of science teaching and learning. Recognizing the potential offered by mobile phones, the focus of this book is on issues of pedagogy related to the use of mobile phones in science education in Sri Lanka, throughout the teaching cycle, from planning a lesson, implementation in the classroom to evaluation and reflection. The functions and attributes of mobile phones that are useful during the teaching cycle of science lessons and how they can be complemented by integrating mobile phones with ICT based tools are discussed. Three conceptual frameworks that describe teacher s pedagogical practices involving mobile phones during planning, implementation and evaluation and reflection stages of a science lesson based on two well-known theories in pedagogy, Shulman s pedagogical reasoning model and Alexander s conceptual framework for educational practice are also presented.
This book seeks to investigate a dialectical relationship of technology, intercultural communication, and foreign language learning. Research has shown that the development of information and communication technology should not be considered in isolation. Members in a community of practice typically think together using various types of media, regardless of whether they are located. Emerging technologies are not only seen as one of the effective means that enhance a better cross-cultural understanding, but also evidently foster language development by providing various tools and mediators for social interaction, communication, and collaboration. It is argued from the book that technology, cross-cultural communication, and language learning are related to each other in a dialectical manner, which promotes various opportunities for curriculum development and syllabus design in language education. The book ends with a series of sample lesson plans that integrate technology and culture into a foreign language syllabus. This book therefore aims at language teachers and teacher trainees who are looking for prospects of integrating technology into intercultural and language development.
In this thesis the author takes a first look into the advantages of using traditional English folk music in English lessons for ESL pupils. By integrating a song into the lesson the author allows the teacher to teach culture, vocabulary and grammar in the same lesson whilst also appealing to the pupils' creative skills. The first part of the thesis provides the reader with a theoretical background which supports the rest of the work. Later in this thesis the author explains his ideas and provides a theoretical foundation for those as well. The biggest part of the thesis is however made up of examples. In order to not only tell the reader his ideas the author also shows them by adding various examples of lessons, complete with lesson plans, teacher's notes and worksheets. Although this work is primarily based on the curriculum for Flemish ESL education, it is perfectly usable in other countries too.