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All in all: a plural view of our teaching & learning

All in all: a plural view of our teaching & learning

  • Author: Lorenzo Modia, María Jesús (ed.)
  • Publisher: Universidade da Coruña
  • Serie: Monografías
  • ISBN: 8497491327
  • Place of publication:  Coruña , Spain
  • Year of publication: 2004
  • Pages: 292
  • CDU: 811.111:37
  • Language: Spanish

El volumen presenta una colección de ensayos críticos sobre lengua y literatura inglesa con una doble orientación, investigadora y didáctica. El libro se divide en dos secciones, la primera integrada por estudios de investigación interdisciplinar, que abarcan aspectos del cine y de las literaturas de diversos contextos históricos y geográficos de la anglofonía; la segunda, consagrada a aspectos prácticos de la enseñanza de la lengua y la cultura inglesa.

  • Cover
  • Title page
  • Copyright page
  • Contents
  • Acknowledgments
  • Foreword
  • Introduction
  • IDEAS TO THINK ABOUT: Culture and Literature
    • Shakespeare como «bestseller»: los últimos estudios de Harold Bloom y Jonathan Bate
      • REFERENCIAS BIBLIOGRÁFICAS
    • «Writing and Being»: Exposing J. M. Coetzee
      • WORKS CITED
    • Teaching Irish Literature(s) in Spain. A Matter of Approach, Taste and Value
      • WORKS CITED
    • Teaching and Learning Irish Literature by means of Short Stories: Advantages and Drawbacks in the Contemporary Teaching-Learning Scene
      • 1. INTRODUCTION
      • 2. THE IRISH SHORT STORY
      • 3. MODERN SHORT STORIES: SOME FEATURES AND DIFFICULTIES
      • 4. A PRACTICAL EXAMPLE: SEAN O’FAOLAIN’S «LOVERS OF THE LAKE»
      • WORKS CITED
    • Films and British National Identity: Hitchcock’s The Lady Vanishes
      • 1. INTRODUCTION
      • 2. Film and national identity in the 1930’s
      • 3. THE BRITISH AND FILM PROPAGANDA
      • 4. ALFRED HITCHCOCK
      • 5. THE LADY VANISHES
      • 6. CONCLUSION
      • WORKS CITED
    • English Literature and the Canon
      • 1. THE CONCEPT OF LITERATURE
      • 2. THE CONCEPT OF ENGLISH LITERATURE
      • 3. CONCLUSION
      • WORKS CITED
    • Aplicación del análisis postestructural feminista de la calología a "The Life and Loves of a She-Devil"
      • REFERENCIAS BIBLIOGRÁFICAS
    • The Unfashionable Century: Student and Teacher Resistance to Eighteenth-Century Literature
      • WORKS CITED
  • IDEAS TO THINK ABOUT: Culture, learning and teaching
    • Ciudadanos de origen anglosajón en el Ferrol del siglo XVIII
      • 1. INTRODUCCIÓN
      • 2. CONTEXTO SOCIO-POLÍTICO
      • 3. CIUDADANOS DE ORIGEN ANGLOSAJÓN ASENTADOS EN FERROL
      • 4. CONCLUSIÓN
      • REFERENCIAS BIBLIOGRÁFICAS
    • EFL on the Spot: Learning English while Watching TV Adverts
      • WORKS CITED
    • «And he don’t understand anyone hardlybut him»: Speech Variety in Martin Chuzzlewit
      • WORKS CITED
    • Teaching HEL1 in the 21st Century: Some Notes
      • 1. THE HISTORY OF A LANGUAGE: A PHILOLOGICAL PERSPECTIVE
      • 2. TEACHING HEL: METHODOLOGICAL ISSUES
      • 3. «EHL» RESEARCH: A TOOL TO IMPROVE THE TEACHING AND LEARNING PROCESS
      • 4. FINAL REMARKS
      • WORKS CITED
    • ESP Teachers and Lifelong Learning: Facing a New Educational System
      • 1. ENGLISH IN (LANGUAGE) SCHOOLS
      • 2. CASE STUDY: ENGLISH FOR THE TEXTILE INDUSTRY
      • 3. CONCLUSIONS
      • WORKS CITED
    • Let’s Face It! Not All the Talk Is Worthless: Effects of Cooperative Learning in Student-Teacher Interactions and Classroom Effectiveness
      • 1. THE EXPERIMENT HYPOTHESIS
      • 2. THE EXPERIMENT
      • 3. CONCLUSIONS
      • WORKS CITED
    • La lectura como método de adquisición de vocabulario en una segunda lengua
      • 1. INTRODUCCIÓN
      • 2. LA ADQUISICIÓN DE VOCABULARIO EN UNA SEGUNDA LENGUA
      • 3. LA LECTURA Y LA ADQUISICIÓN DE VOCABULARIO EN UNA SEGUNDA LENGUA
      • 4. VENTAJAS E INCONVENIENTES
      • 5. ESTRATEGIAS
      • 6. RECOMENDACIONES PEDAGÓGICAS
      • 7. LOS LIBROS DE TEXTO
      • 8. CONCLUSIÓN
      • REFERENCIAS BIBLIOGRÁFICAS
    • Learning through Content: a Way towards Multilingualism
      • 1. INTRODUCTION
      • 2. LEARNING THROUGH CONTENT: A BRIEF REVIEW
      • 3. THE CONTENT-BASED LEARNING PROGRAMME
      • 4. THE TEACHER - CONTENT
      • 5. THE TEACHER - FOREIGN LANGUAGE
      • 6. TEACHER TRAINING
      • 7. OUR CONTEXT
      • 8. CONCLUSIONS
      • APPENDIX
      • WORKS CITED
    • Authentic Materials as the Foundation of the Syllabus
    • The Teaching of Foreign Languages in the Europe of the Twenty First Century. The Common European Framework (CEF) and the European Languaje Portfolio (ELP)
      • 1. INTRODUCTION
      • 2. THE COMMON EUROPEAN FRAMEWORK
      • 3. THE EUROPEAN LANGUAGE PORTFOLIO
      • 4. THE PILOTING EXPERIMENTATION OF THE ELP
      • 5. FINAL CONSIDERATIONS
      • WORKS CITED
    • When Words Become Corpora: What Can One Do with a Computerised Corpus?
      • 1. INTRODUCTION: CONCEPT OF ‘CORPUS’
      • 2. TYPES OF TEXTUAL CORPORA
      • 3. CORPUS CONTENT: FROM RAW TO ANNOTATED CORPORA
      • 4. A PILOT APPLICATION OF TEXTUAL ANALYSIS IN THE CLASSROOM
      • 5. CONCLUDING REMARKS
      • CORPORA CITED
      • WORKS CITED
    • An Approach to Police Language
      • 1. OBJECTIVES
      • 2. METHODOLOGY
      • 3. AN APPROACH TO POLICE LANGUAGE
      • 4. CONCLUSIONS
      • WORKS CITED
    • Implicaciones culturales en la enseñanza de una L2
      • REFERENCIAS BIBLIOGRÁFICAS
  • IDEAS TO PUT INTO PRACTICE
    • Teaching English through the History of Rock’n’Roll
      • 1. INTRODUCTION
      • 2. THE BEGINNING
      • 3 . PROGRESSIVE ROCK
      • 4. GLAM ROCK
      • 5. HEAVY METAL
      • 6. THE PUNK MOVEMENT
      • 7. CODA
      • WORKS CITED
    • Human Teaching and the Diversity in the Spanish Educational System
      • 1. TEACHING FOR DIVERSITY
      • 2. UNCOVERING WAYS OF KNOWING
      • 3. CONCLUSION
      • WORKS CITED
      • ADDITIONAL BIBLIOGRAPHY
      • APPENDIX 1
    • English Here & Now (Making Authentic Material)
      • 1. BACKGROUND
      • 2. TECHNICAL SPECIFICATIONS
      • 3. PROGRAMME’S STRUCTURE: SECTIONS
    • Trick or Treat: Using Card and Magic Tricks, Brainteasers and Riddles
      • 1. MAGIC
      • 2. BRAIN-TEASERS
      • 3. OPTICAL ILLUSIONS, RIDDLES & PUZZLES
      • 4. CARD & MAGIC TRICKS
      • 5. BRAINTEASERS & MYSTERIES
      • 6. JOKES & RIDDLES, OPTICAL ILLUSIONS AND MATHS OR WORD PUZZLES. ACTIVITIES, LANGUAGE AND SKILLS
      • 7. SOME JOKES
      • RECOMMENDED BIBLIOGRAPHY
    • Complete Short Stories in the Classroom
      • 1. HOW TO CHOOSE A SHORT STORY
      • 2. ACTIVITIES
    • Song and Games in the ELT Classroom
      • 1. GAMES
      • 2. SONGS
      • 3. CONCLUSIONS
      • REFERENCES
    • Pronunciation Learning and Joy!
      • ACTIVITY 1. EXAMPLE OF WORKING WITH WHAT IS VISIBLE
      • ACTIVITY 2. EXAMPLE OF WORKING WITH WHAT IS TACTILE
      • ACTIVITY 3. WORKING WITH AN AUDIBLE MODEL
      • USING A PHONEMIC CHART
      • WORKING AT THREE LEVELS

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  • Loan duration: 21 days
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