000			03900nam a22003257a 4500
999			_c713 _d713
003			OSt
005			20230701203038.0
008			180123b xxu||||| |||| 00| 0 eng d
020			_a9789287161451 (pbk)
040			_cJCRC
245			_aCoherence of Principles, Cohesion of Competences : _bExploring Theories and Designing Materials for Teacher Education / _cedited by Anne-Brit Fenner and David Newby.
250			_a1st ed.
260			_aStrasbourg : _bCouncil of Europe Publishing ; _bEuropean Centre for Modern Languages, _c2006.
300			_a195 p. : _bill. ; _c24 cm.
505			_aSection A: Theories and principles _tCommunicative language teaching -- Learner autonomy – One of the most widely touted terms in the recent discussion of language teaching? -- Intercultural awareness as an integral part of foreign language learning -- Integration of citizenship, human rights and language education -- Social and cultural awareness as overruling goals in foreign language course design -- Promoting intercultural awareness through literature in foreign language teacher education -- Teaching grammar and the question of knowledge -- Theories and principles – Conclusions
505			_aSection B: Applications, mediation and implementation _tThe role of reflection in pre-service student teachers’ understanding of communicative language teaching -- Aspects of learner autonomy in the national curricula of four European countries -- Case studies of integration of citizenship, human rights and language education -- The why and how of human rights in language education -- A seminar on intercultural awareness and literature -- Examples of teaching materials based upon authentic literature -- Grammar awareness-raising in an initial teacher education seminar
520	3		_a"The multi-competence nature of post-communicative language teaching has been spawned by a variety of theories deriving from very diverse sources. It was the aim of this project to investigate learning and teaching to discover whether some coherence between theoretical aspects of these different sources could be found and to what extent the apparently disparate competencies, which are the aims of modern language teaching, could be seen as a cohesive whole. In order to do so, the project took at its starting point the role and nature of teacher education as a basis to explore theories which underlie post-communicative language learning and teaching. Following a survey of teacher education institutions, the question was addressed as to how communicative language competence can act as a springboard to other competencies which lie within areas such as social interaction, language awareness, intercultural awareness and learner autonomy. Focusing on three main areas - learner autonomy, intercultural awareness, including literature teaching and human rights teaching, plus grammar - the first part of the publication considers theoretical aspects of these areas and attempts to show links between them. In the second part of the publication, case studies are presented illustrating the implementation of principles identified in the first part, both in language and in teacher education." (Book Cover)
650			_aTeachers _xTraining of _zEurope.
650			_aCurriculum development.
650			_aInstructional materials.
650			_aModern languages education.
650			_aTeacher education.
650			_aTheories of language teaching.
700			_aFenner, Anne-Brit
700			_aNewby, David _d1948-
710			_aEuropean Centre for Modern Languages
856			_uhttps://book.coe.int/eur/en/language-learning-ecml-graz/3742-coherence-of-principles-cohesion-of-competences-exploring-theories-and-designing-materials-for-teacher-education.html _zPublisher's Website.
856			_uhttps://www.ecml.at/tabid/277/PublicationID/18/Default.aspx _zECML Publications.
942			_2z _cBK