Sandra Lee McKay è una studiosa di spicco il cui lavoro si concentra sulla sociolinguistica dell'inglese, in particolare sul suo ruolo di lingua internazionale. Attraverso il suo ampio insegnamento e la sua ricerca, esplora approcci innovativi all'educazione linguistica, concentrandosi sugli obiettivi e le metodologie in evoluzione del TESOL. Le sue intuizioni sono modellate da una profonda comprensione di diversi contesti globali, riflettendo la sua esperienza nella formazione internazionale degli insegnanti in numerosi paesi. I contributi di McKay offrono una lente vitale per comprendere e navigare le complessità dell'inglese in un mondo globalizzato.
Focusing on classroom research, this resource equips teachers with tools and information to critically assess their teaching practices. It begins with a general introduction to key research purposes and types relevant to educational settings, guiding educators in enhancing their effectiveness. The book serves as a practical guide for self-reflection and improvement within the classroom environment.
English is the main language of international communication, and almost everyone wants to learn it. But which English should we teach, and how? In this book, Sandra Lee McKay challenges the cultural assumptions underlying much of the English teaching currently taking place. She looks at the implications of the spread of English as an international language for what we teach and how we teach it.
This text provides an introduction to the field of sociolinguistics for second and foreign language teachers. This book provides an introduction to the field of sociolinguistics for second and foreign language teachers. Chapters cover the basic areas of sociolinguistics, including regional and social variations in dialects, language and gender, World English, and intercultural communication. Each chapter has been specially written for this collection by an individual who has done extensive research on the topic explored. This is the first introductory text to address explicitly the pedagogical implications of current theory and research in sociolinguistics. The book will also be of interest to any teachers with students from linguistically diverse backgrounds.