Second Language Educational Experiences for Adult Learners provides an up-to-date review of the theory and practice of adult second language education. The primary objective is to introduce core ideas that should inform the design, development, and delivery of language learning experiences that take the typical forms of materials, courses, teaching, and assessment. Divided into three sections, the book first addresses what we know about adult second language acquisition and how individuals may acquire languages differently from each other. In the second section, key educational design elements—from pedagogical methods to curriculum to assessment—are then introduced from the perspective of research-based understandings about effective practices. Rounding out the volume is an overview of critical issues for language educational innovation, including supporting teachers, localizing materials and instruction, evaluating and improving education, and working with technology. Each chapter concludes with a set of recommended “design principles” that should guide readers toward high-quality, valuable, and empirically supported language educational experiences. This volume will be of interest to researchers and students investigating instructed language learning, designers creating useful language learning materials, and language teaching innovators seeking to improve outcomes in diverse instructional settings around the world.
Table of Contents
Chapter 1. Introduction: Foundations for Designing Second Language Educational Experiences. Part 1. Second Language Acquisition and the Language Learner. Chapter 2. Second Language Learning Theories. Chapter 3. Learner Individual Differences—Static. Chapter 4. Learner Individual Differences—Dynamic. Part 2. Second Language Instruction, Assessment, and Educational Design. Chapter 5. Language Pedagogical Approaches. Chapter 6. Teaching Language Skills. Chapter 7. Assessment in Support of Language Learning and Teaching. Chapter 8. Approaches to Curriculum and Materials Development for Language Education. Chapter 9. Instructional Sequencing and Language Learning Progressions. Part 3. Second Language Educational Innovation and Support. Chapter 10. Localizing Language Education. Chapter 11. Supporting Teachers in Utilizing Language Learning Materials. Chapter 12. Monitoring and Improving Language Instruction. Chapter 13. Implications for Technology-Mediated Language Learning and Instruction.
John M. Norris is Principal Research Scientist in English language learning and assessment at the Educational Testing Service, USA.
John McE. Davis is Evaluation Specialist (Contractor, Yorktown Systems Group) at the Foreign Service Institute, U.S. Department of State.
Veronika Timpe-Laughlin is Associate Research Scientist in English language learning and assessment at the Educational Testing Service, USA.
"This volume provides a clear, well-structured and up-to-date review of the major areas of research that shape language teaching, showing throughout their relevance for language education. The book will be required reading for researchers, administrators, designers of curricula, materials, tests and evaluations, and teachers and students alike. Well informed and lucid, consistently providing a balanced account, the authors should be congratulated on successfully relating theory to practice from beginning to end."
Martin Bygate, Lancaster University, UK