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Oxford Key Concepts for the Language Classroom
Patsy M. Lightbown and Nina Spada
These research-led instructional guides link the theories of second language acquisition and pedagogy with classroom practice, enabling teachers to reflect on what happens in the language classroom. The series editors, Patsy M. Lightbown and Nina Spada, are highly respected worldwide for making theory and research about language learning accessible and relevant to classroom teaching.
Oxford Key Concepts for the Language Classroom focuses on key topics for teaching English as a second or foreign language. These instructional guides are informed by research in second language acquisition and language pedagogy, and show the relevance of theory to the practising teacher.
This series is for teachers of English as a second or foreign language for learners aged 5-18. It is suitable for students working towards MA TESOL, graduate certificate, or diploma qualifications, and for practising teachers’ professional development programs.
- print book
- e-book
Key features
- Each title in the series includes:
- Spotlight Studies, highlighting important research on learning and teaching
- Classroom Snapshots, featuring descriptions of teachers and students engaged in different approaches to learning and teaching
- Activities, encouraging comparison and reflection
Read more...
The series is suitable for students working towards MA TESOL, graduate certificates, or diploma qualifications, and for practising teachers’ professional development programs.
Each title in the series includes:
- Spotlight Studies, highlighting important research on learning and teaching.
- Classroom Snapshots, featuring descriptions of teachers and students engaged in different approaches to learning and teaching.
- Activities, encouraging comparison and reflection.
Reviews
Marguerite Ann Snow, Professor in TESOL, California State University, Los Angeles
Series Editors
Nina Spada is Professor in the Second Language Education Program, Department of Curriculum Teaching and Learning, OISE, University of Toronto.