Teaching English in Secondary School

Foreword 11

List of important abbreviations 15

 

1. Essential Terms and Background …|for L2 Teaching 17

A brief look at then and now 18

Essential Terms and Concepts 20

Views of language development 21

Communicative Competence 26

A Loose Chronology of Methods 32

Grammar-Translation 34

The Direct Method 35

Situational Language Teaching 36

Organizing around Functions 38

Audio-Lingualism 39

Leading to CLT 41

 

2. Communicative Language Teaching 45

An Encompassing approach 48

More on Communicative Competence 53

Many faces of CLT 55

Changing roles 62

Notional-Functional Organization 66

Weak and Strong CLT 67

Criticisms of CLT 67

CLT in Sweden 69

CLT and proficiency level 69

CLT by grade level 71

 

3. Examining Steering Documents…|: From CLT to CEFR to Skolverket 75

Essential background on curriculum documents 75

Competency-based teaching 78

Common European Framework of Reference for Languages (CEFR) 79

CEFR and Sweden’s Curricula for English 81

Revisions to Sweden’s Curriculum Documents for English 81

For secondary school (LGR22) 84

For upper secondary school (LGY21) 88

Supporting documents 92

What’s missing and what’s assumed 93

 

4. Textbook and Materials Analysis 99

Materials: What are the options? 99

Important Principles of Materials Development and Analysis 102

Textbook for Grades 7–9: Sample evaluations 111

Digital Textbooks for Upper Secondary School: Sample evaluations 114

Foundations for development 122

Authentic materials 124

Exploiting AM 126

Textbooks or AM? 127

 

5. Three Levels of Planning 133

Planning the lesson 134

Planning the course unit 140

Planning the course or term 143

Basic Planning Mistakes 146

 

6. L2 Learner Psychology, Autonomy & Strategies 149

Language Learning Psychology 150

Self-concept 153

Self-efficacy 154

Locus of control 154

Extroverted – Introverted 155

Reflective – Impulsive 155

Field Independence – Field Sensitivity 156

Ambiguity tolerance 156

Motivation 156

Anxiety 157

Willingness to communicate 158

Words of caution 158

Learner Autonomy 159

Language Learning Strategies 164

Direct and Indirect Strategies 166

Metacognitive, Cognitive and Socio-Affective Strategies 167

Communication strategies 168

Compensatory strategies 169

Decades of Development 169

Teaching Language Learning Strategies 170

 

7. Listening 175

Listening: Key terms and concepts 176

Listening: What to teach 178

Listening: Models and activities 182

Listening: Links to CLT 188

Listening: Final thoughts 189

 

8. Speaking 193

Speaking: Key terms and concepts 194

Speaking: What to teach 199

Speaking: Models and activities 202

Speaking: Links to CLT 210

Speaking: Final thoughts 210

 

9. Reading 213

Reading: Key terms and concepts 216

Reading: What to teach 222

Reading: Models and activities 226

Reading: Links to CLT 231

Reading: Final thoughts 233

 

10. Writing 235

Writing: Key terms and concepts 237

Writing: What to teach 241

Writing: Models and activities 246

Writing: Links to CLT 253

Writing: Final thoughts 255

 

11. Lexis and Grammar 259

Lexis and Grammar: Key terms and concepts 261

Lexis and Grammar: What to teach 271

Lexis and Grammar: Considerations for teaching 274

Lexis and Grammar: Links to CLT 280

Lexis and Grammar: Final thoughts 280

 

12. Teaching Mixed Ability Classes 283

Some Background on MA Classrooms 285

Defining the MA classroom: What to look for 287

The MA Classroom: In theory and practice 290

MA classes in practice 293

An Increasing Gap: Moving towards Widely Mixed Abilities 295

An illustrative case of teacher reflection 298

MA and WMA: Suggestions for teaching 303

MA and WMA: Final thoughts 306

 

13. Investigating teaching and learning 309

The research process: A basic outline 310

Finding and narrowing topics 311

Examples of researchable topics 318

Methodological approaches and related decisions 323

Data collection 328

Writing a basic report 335

Final thoughts 338

References 341

Index 355