| 1 |
'Building a new public idea about language'? : multilingualism and language learning in the post-Brexit UK
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
'Building a new public idea about language'?: Multilingualism and language learning in the post-Brexit UK
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Native-English-Speaking Teachers:Disconnections Between Theory, Research, and Practice
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Native-English-Speaking Teachers: Disconnections between theory, research, and practice
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Native‐English‐Speaking teachers : disconnections between theory, research, and practice
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
The effectiveness of direct and indirect written corrective feedback in improving the grammatical accuracy of Omani EFL learners
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Reflecting on the ethics of researching communication in superdiverse contexts
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
From Language Policy to Pedagogic Practice: Elementary School English Education in Japan
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
ELT master’s courses in the UK: students’ expectations and experiences
|
|
|
|
Abstract:
First paragraph: The use of English as a language of international communication has expanded the global job market in English language teaching (ELT) and encouraged an increasing number of students to pursue postgraduate education in ELT and related areas. There are a large number of UK master’s programmes in ELT, which are variously named: teaching English to speakers of other languages (TESOL), teaching English as a foreign language (TEFL), teaching English as an additional language (TEAL) and applied linguistics (where there is an ELT component). There are also more specialised and diversified degrees, including teaching English to young learners (TEYL), teaching English for academic purposes (TEAP), computer-assisted language learning (CALL), information and communications technology (ICT) and materials development. Some programmes are designed for experienced teachers, while others target novice teachers. Many attract both. As well as full-time and part-time modes of delivery, some courses are offered online or in blended formats. A notable feature of most of these programmes is their international dimension, and many of the students are from overseas, often from Asia, and paying full fees. They are therefore an important source of income for UK higher education (HE), though this reality is not always celebrated or even recognised.
|
|
URL: http://dspace.stir.ac.uk/bitstream/1893/25986/1/C23_ELT%20master%27s%20courses.pdf
http://hdl.handle.net/1893/25986
https://www.teachingenglish.org.uk/article/elt-master%E2%80%99s-courses-uk-students%E2%80%99-expectations-experiences
|
|
BASE
|
|
Hide details
|
|
|
| 15 |
Learning safely from error: Reconsidering the ethics of simulation-based medical education through ethnography
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
A Linguistic Ethnography of Learning to Teach English at Japanese Junior High Schools
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Investigating NEST schemes around the world: supporting NEST/LET collaborative practices
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Teaching English to young learners: supporting the case for the bilingual native English speaker teacher
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Investigating NEST schemes around the world : supporting NEST/LET collaborative practices
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Materials : developing collaborative practice between LETs and NESTs
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
