The Practice of English Language Teaching 5th Edition
The latest New Title at Bournemouth English Book Centre, available to buy online is the highly acclaimed Practice of English Language Teaching Fifth Edition. It is the essential guide for teachers of English in a wide range of contexts. The new Fifth Edition has been revised to reflect the latest developments in language teaching. It explains current pedagogy to teachers who want to access the most relevant English language teaching practices and incorporate them into their classes.
The Practice of English Language Teaching includes:
- English as a world language (who learns it and why)
- Theories of language and language learning
- A discussion of learner characteristics that influence teacher decisions, including guidance on managing learning
- A description of approaches to teaching language systems (grammar, vocabulary, and pronunciation), and to teaching language skills (speaking, writing, listening, and reading)
- A wide range of practical teaching ideas
- An examination of the role of technology (old and new) in the classroom
- A description of assessment for language learning in the digital age
The DVD includes discussions between the author and teachers about language teaching issues, and presents authentic lesson extracts from around the world.
The Practice of English Language Teaching Video – Click on this video to view
IATEFL Manchester – Jeremy Harmer
Interview with Jeremy Harmer
Over the course of your career, you have worked at a variety of schools in the UK and overseas and you continue to travel extensively for your work. Do you enjoy the globe-trotting aspects of your job?
Well, I don’t enjoy airport queues, or the immigration queue at some airports! But I absolutely love meeting teachers in different countries working in different contexts and with different challenges. Interaction with them is the highpoint of my professional life, really. I am incredibly lucky to have that opportunity. But I still hate the queues!
In keeping with the times, these days you teach as an online tutor. Earlier this year, U.S. News & World Report listed the MA TESOL at The New School in New York as among the top online graduate programs in education. In addition to having a chance to study under such luminaries as yourself and Scott Thornbury, can you tell us what you think makes this course exceptional?
I think the really special aspect of our online courses is the discussion board. To my immense surprise (because I was ignorant about this when I started) online discussion can be incredibly deep and long-lasting. In some ways (because students are working, often, in different time zones and because, therefore, the conversations are non-synchronous) online discussion is more thoughtful and goes on for longer than some classroom interactions of the same kind do. Working with classmates (and with the tutor), online participants delve really deeply into the topics which we have asked them to discuss.
You posted on Facebook about the commute on the New York subway and that you were enjoying teaching face to face “for once.” How long had it been?
Well, sustained teaching on a timetable (as opposed to the occasional one-off), about eight years, I think. Of course I’ve done lots of workshops and things like that, but this was the first timetabled few weeks for some time.
So you teach online, you’re on Facebook and Twitter, you host the ELT Forum website, you’ve clearly embraced technology and the web. And “edtech” is one of today’s buzzwords. Do you see this as all positive, or do you have any misgivings about it?
I think we are incredibly lucky to live in a world where so much is available and so much can be done and discovered by students, sometimes on their own and/but in collaboration with their teachers. I would have loved those opportunities when I started out as a teacher. But there IS a danger that edtech could obscure (sometimes) some of the methodological truths which we hold dear! So if technology is just a souped-up (and definitely more expensive) version of old-fashioned transmission teaching and workbooks, then we might need to question why it is being used. But when social networks and internet sites are used intelligently by students and teachers they can change things fantastically.
While you were in New York, you took part with Scott Thornbury in an event called “Communicative Language Teaching: What We Have Gained (And What We Might Have Lost).” For the benefit of those of us who were unable to attend, what were the highlights of that conversation?
I’m not sure there were highlights! That’s for others to say (if, by chance, they want to!), but I think the discussion of the difference between strong and weak forms of the communicative approach were interesting as well as questioning Scott on why he distrusts so much of the commodified course book content that has been subsumed into the communicative approach. We also discussed the confusion which some people have (to this day) about what the communicative approach is and means!
Not content with being leading light in ELT, you also have an alter-ego as a performing artist. How important to you is it to have both the academic and the artistic?
I perform shows as a narrator (with orchestras, quartets etc) and with a colleague Steve Bingham. We have done shows of music and poetry, a show about Charles Dickens and various other things. I am also a singer/songwriter and do some of that. All these things really matter to me because, well, because I love doing them. I love putting things into words (spoken or sung) and trying to say and speak them as well as it can be done. The challenge is to take an audience with you so that we all share the same experiences and emotions. Easier said than done, of course, but it’s definitely worth the effort!
You spoke at the IATEFL conference earlier this year (2013) about parallels between the practice of music and the practice of language.
Well yes, there definitely ARE parallels in that musicians who practise well really focus, deliberately, on what they are doing. They practise small excerpts sometimes only for a short time. And that is different from performance. Might it be the same for language practice (which is not exactly the same thing of course). The connections and contests fascinate me.
And on that “note” I’d like to thank Jeremy for taking time out of his very busy schedule to talk with me.
It has been my pleasure.
Buy all of Jeremy Harmer’s books here at BEBC