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Education; Teaching

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Education: Teaching, Schools, Educational Policy, Classroom Technique, Systems of Learning, Learning Techniques
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Titles to Look Out For:
[in alphabetical order, dated to earliest edition. Each listing includes later editions and printings]
1996. 30 Years of Language Teaching [1966-1996] edited by Eric Hawkins
1977. The Evolution of Educational Thought: Lectures on the Formation and Development of Secondary Education in France
2001. Identity and European Integration. Essays on Educational Issues
1985. Modelling and Assessing Second Language Acquisition

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Hawkins, Eric.'30 Years of Language Teaching 1966-1996'. First published in 1996 in Great Britain by The Centre for Informatin on Language Teaching and Research in paperback, 424pp, ISBN 1874016674. Sorry, sold out, but click image to access a prebuilt search for this title on Amazon UK
1996, CiLT, pbk
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About this book/synopsis: published to concide with the 30th anniversary of the formation of the Centre for Information on Language Teaching and Research (CILT), this volume reviews the transformation seen in language teaching in the UK since 1966, and looks forward to the challenges of a multilingual Britain. Twenty-five contributors, all leaders in their fields, consider every level of education from primary school to university and beyond. There is a review of recent research as well as a statistical survey of boys and girls' performance in examinations at age 16 and 18 between 1965 and 1995. The national need for language skills in business is considered. Britain's 180+ community languages and the positions of Welsh and Gaelic are examined and a special section looks at recent developments in Scotland. The book includes in-depth studies of recent developments, and raises a number of provocative questions about language teaching in the UK.

Chapters:
Preface by Martin Harris
Editorial by Eric Hawkins
Introduction: Language Teaching in Perspective by Eric Hawkins

Part One: The National Need for Languages
1. Does Britain need linguists? by Nigel Reeves
2. A view from business by Jim Beale
3. Adults learning languages by Lore Arthur
4. University degree courses by David Nott
5. University courses for non-specialists

Part Two: Languages for All?
6. The challenges of secondary education by Alan Moys
7. Graded Objectives in ML (GOML) by Brian Page
8. Special educational need by Bernardette Holmes
9. Languages in further education by Madeleine Bedford
10. An uneven playing field by Eric Hawkins

Part Three: Multilingual Britain
11. Older mother tongues - Welsh and Gaelic by Geraint Hughes and Richard Johnstone
12. Community languages by June Geach

Part Four: When to start
13. The early teaching of modern languages- a Pilot Scheme by Eric Hawkins
14. The present [as of 1996] position in England by Peter Satchwell
15. The Scottish Initiatives by Richard Johnstone

Part Five: The Changing Curriculum
16. Materials and methods 1966-1996 by Maurice Whitehead
17. New language teaching materials by Louis Greenstock and Rosemary Davidson
18. From 'O' Level to GCSE - the impact of examinations by Maurice Whitehead

Part Six: The Changing Classroom
19. The tape recording revolution by Peter S. Green
20. Moving text - TV, video and satellites by Brian Hill
21. Information technology by Sue Hewer
22. Contacts with the foreign country by Barry Jones
23. Intensive language teaching by Do Coyle and Eric Hawkins
24. Developing pupil autonomy by Vee Harris

Part Seven: Who Trains the Trainers?
25. Training to teach modern languages by Colin Wringe
26. Towards a new partnership by Cathy Pomphrey
27. In-service training and support for teachers by Alan Moys
28. The Association for Language Learning (ALL) by Brian Page

Part Eight: Three Decades of Research
29. Research in the UK and Europe by Richard Johnstone and John Trim

Part Nine: A Postscript
30. A view from the bridge by John Trim

Part Ten: Dreams and Challenges
31. Language learning in 2026 by Lid King

Appendices
I. CILT's first 30 years in context - a calendar of events
ii. A statistical picture of modern language studies
iii. The main support organisations
iv. Glossary of acronyms used in the text
v. A selective index
vi. The contributors

 

Other Language Teaching Books

Durkheim, Emile. 'The Evolution of Educational Thought: Lectures on the Formation and Development of Secondary Education in France', published in 1977 in Great Britain by Routledge and Kegan Paul, in hardback, 354pp, ISBN 0710084463. Condition: ex-library, very good clean and tidy copy, protected by a dustjacket sleeve and with the normal library markings such as ownership and withdrawn stamps. Price: £10.00, not including post and packing (which is Amazon's standard charge, currently £10.00 for UK buyers, more for overseas customers)
1977, Routledge & Kegan Paul, hbk

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About this book/synopsis: Emile Durkheim's writing on education is well known and widely recognised to be of great significance. This is perhaps his last major work that remains, until now, untranslated, and of which Steven Lukes, one of the most important contemporary Durkheim scholars writing in English remarked: 'It has been almost completely ignored by writers on Durkheim and on the history and sociology of education, though it is unquestionably a major work that deserves to be translated.' This new translation by Peter Collins of the University of Cape Town, includes the Introduction to the French edition by Professor Maurice Halbwachs, as well as a new Introduction by the translator. In these lectures - given for the first time in 1902 to 'meet an urgent contemporary need' - Durkheim presents a 'vast and bold fresco' of educational development in Europe. He covers nearly eight hundred years of history, from the work of the early Church in education, through the birth of the universities, the impact of the Renaissance on education and the influence of the Jesuits, to a discussion of the curriculum in the 19th Century - and gives a fascinating account of a subject which for many centuries has occupied a central place not only in French but also in European culture.

The lectures have remained as vital to the practical as well as the theoretical discussion of education as they were both during the decade when they were originally delivered and in 1938 when they were first published in French. They have much relevance for contemporary educational debate because they deal both with questions of what sort of theoretical training teachers ought to have, and with problems of the curriculum. The book culminates in two long chapters of positive recommendations for a modern curriculum, which should be of especial interest and value to those concerned in whatever capacity with educational policy.

Contents: Acknowledgements; Introduction to the French Edition; Translator's Introduction; Translator's Apologia

Part One:
1. The history of secondary education in France
2. The early Church and education (i)
3. The early Church and education (ii)
4. The Carolingian Renaissance (i)
5. The Carolingian Renaissance (ii)
6. The origins of the universities
7. The birth of the university
8. The meaning of the word universitas
9. The arts faculty
10. The colleges (included)
11. Teaching at the arts faculty
12. The teaching of dialectic in the universities
13. Dialectic and debate
14. Conclusions regarding the University

Part Two:
15. The Renaissance (i)
16. The Renaissance (ii)
17. Educational theory in the Sixteenth Century
18. The Educational thought of the Renaissance
19. The Jesuits (i)
20. The Jesuits (ii)
21. The Jesuits' system and that of the University
22. Conclusion on classical education
23. The educational theory of the Realists
24. The Revolution
25. Variations in the curriculum in the 19th century
26. Conclusion (i)
27. Conclusion (ii)
Index



Education in France

Heidelberg, Ingo et al. 'Identity and European Integration: Essays on Educational Issues', published in 2001 in Germany by Regionalstelle Wiesbaden im Hessischen Landesinstitut fur Padagogik, in paperback, 320pp, ISBN 3883274828. Condition: Very good, with a some slight fading and rubbing to the cover from usage and a small tear on the opening edge of the back cover. Price: £10.00, not including post and packing, which is Amazon UK's standard charge (currently £2.80 for UK buyers, more for overseas customers)
2001, Hessisches Landesinstitut fur Padagogik
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  • Identity and European Integration: Essays on Educational Issues [top]
    Edited by Ingo Heidelberg, Rudiger Kraatz, Gavin Baldwin, Christer Hakanson, Matilda Wiklund and Francois Pradal
    First published in 2001 in Wiesbaden, Germany by Regionalstelle Wiesbaden im Hessischen Landesinstitut fur Padagogik in cooperation with the School of Lifelong Learning and Education, Middlesex University, London, in paperback, 320pp, ISBN 3883274828

About this book: Published in 2001 in paperback, 320pp, ISBN 3883274828, this book entitled 'Identity and European Integration: Essays on Educational Issues' includes articles from various authors which reflect upon the task of how we establish our identities as children; how we explore not only our own identity but those of others. The book considers the relation of identity to time (history) and how the formation of identity can be understood through historical investigation. The role of media in relation to our perceptions of ourselves and other is examined; and ways of exposing the process of identity construction to critical examination are looked at. Identity is looked at in a number of dimensions: in relation to an individual's past, their families or to their locality; or they may identify themselves as a member of a group, which becomes key to defining themselves. The main group discussed here is that of the nation, with the larger group being the European Union; and therefore by implication, the book deals with the question of European identity

Contents:
Introduction by Gavin Baldwin
REFLECTIONS ON EUROPE, EDUCATION AND IDENTITY
a) History, Education and Identity Exploration in Schools, Museums and at Historic Sites by Gavin Baldwin
b) School and the Media as Sources of Self by Matilda Wiklund
c) European Identity-a Project of Unification or Diversity: by Christer Hakanson
d) A European Dimension by Christer Hakanson

PROCESSES OF IDENTITY CONSTRUCTION
a) In Search of Identity - the German Question by Rudiger Kraatz
b) Weimar and Buchenwald-a Focus of German and European History - by Rudiger Kraatz
c) Weimar - Buchenwald, A European City of Culture by Justus H. Ulbricht
d) Sweden and the Swedes by C. Hakansson and Matilda Wiklund
e) La Manche, the English Channel: lieu de memoire francobritannique by Gavin Baldwin and Francois Pradal
f) Lieux de memoire: entre France et Allemagne by Daniel Malbert
g) Some notes on the idea of national identity in Italy by Caterina Albana

EXPLORING IDENTITY IN SCHOOL
a) L'enseignement de l'histoire en France (de 1870 a nos jours): quelle dimension europeenne? by Francois Pradal
b) The Use of Personal History by Gavin Baldin
c) Family History Workshop. De l'histoire personnelle a l'histoire internationale by Francois Pradal
d) Letters to the Past by Francois Pradal
e) Familien- und Regionalgeschichte - Traditionen und Projekte by Rudiger Kraatz

 

Issues of Identity in European Education

Hyltenstam, Kenneth; Pienemann, Manfred et al. 'Modelling and Assessing Second Language Acquisition', published in 1985 in Great Britain by Multilingual Matters, in paperback, 400pp, ISBN 0905028414. Condition: very good, clean & tidy copy, well looked-after. Price: £36.00, not including post and packing, which is Amazon UK's standard charge (currently £2.80 for UK buyers, more for overseas customers)
1985, Multilingual Matters, pbk
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About this book/synopsis:
This book forms an invaluable reference work for all teachers of second languages and researchers in the field of L2 acquisition. In the first section of the book, the authors of the various chapters discuss the contribution that modern research into L2 acquisition has to make in the curriculum development process. In particular, the book provides the reader with arguments for and against the various approaches to teaching. In the second part of the book, the contributors concern themselves with the various assessment tests and their validity, discussing them in particular on psycholinguistic grounds. They also discuss the political function of such assessment and how tests are used or abused in many different contexts around the world

Contents:
Part I
1. Introduction by Kenneth Hyltenstam and Manfred Pienemann
2. Learnability and Syllabus Construction by Manfred Pienemann
3. A Role for Instruction in Second Language Acquisition: Task-Based Language Training by Michael H. Long
4. Can Language Acquisition be Altered by Instruction by Patsy M. Lightblown
5. L2 Learners' Variable Output and Language Teaching by Kenneth Hyltenstam
6. Linguistic Simplicity and Learnability: Implications for Language Syllabus Design by Teresa Pica
7. Learnability and Learner Strategies in Second Language Syntax and Phonology by Bjorn Hammarberg
8. Learner Variations and the Teachability Hypothesis by Howard Nicholas
9. Medium or Object - Different Contexts of (school-based) Second Language Acquisition by Michael C. Clyne

Part II
10. Assessing Proficiency: An Overview on Some Aspects of Testing
11. Testing Second Language Proficiency with Direct Procedures. A Comment on Ingram by Jan H. Hulstijn
12. Profiling Second Language Development: A Procedure for Assessing L2 Proficiency by Harald Clahsen
13. Pedagogical Implications of Direct Second Language Testing: A Canadian Example by Sharon Lapkin
14. On the Validity of Second Language Tests by Lilian Fried
15. Second Language Proficiency: An Interactive Approach by Jan H. Hulstijn
16. Language Assessment as a Social Activity by Wilfried Stolting

 

 



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