Teaching English. Second, updated and completely revised edition

Preface to the first and second editions
1 The framework: history and politics (MM)
	1.1 Teaching English as a Foreign Language
		1.1.1 The historical perspective
		1.1.2 The international perspective
		1.1.3 The national perspective
	1.2 Current educational standards and curricula
		1.2.1 The Common European Framework of Reference for Languages
		1.2.2 Germany: new educational standards and more testing
	1.3 Teacher education in Germany
Recommended reading
2 Challenges of the teaching profession (NG, MM)
	2.1 What makes a good teacher?
		2.1.1 The reflective practice model of professional development
		2.1.2 Personal characteristics
		2.1.3 Principles of good teaching practice
		2.1.4 New technologies, new challenges
	2.2 What makes a good EFL teacher?
		2.2.1 Competences regarding oneself
		2.2.2 Competences regarding learners
		2.2.3 Competences regarding content
		2.2.4 Competences regarding pedagogy
		2.2.5 Competences regarding context
	2.3 Education in the 21st century
		2.3.1 Paradigm shifts
		2.3.2 Teacher professional development and action research
	Recommended reading
3 TEFL as a transdisciplinary project (MM)
	3.1 Definitions and link disciplines
	3.2 Language acquisition and learning in Psychology and Linguistics
		3.2.1 Behaviorism: feeding the parrot
		3.2.2 Nativism: genes, genes, genes
		3.2.3 Cognitivism: the mind as processor
		3.2.4 Constructivism: the creative mind
		3.2.5 Sociolinguistic, Sociocultural, and Interactionist Approaches: the social agent
	Recommended reading
4 From methods to principles (MM)
	4.1 Approach – method – technique
	4.2 Teacher-orientation
		4.2.1 Grammar-Translation Method: knowledge of rules
		4.2.2 Direct Method: situated listening and speaking
		4.2.3 Audiolingual/Audiovisual Method: habit formation
	4.3 Student-orientation
		4.3.1 Communicative Language Teaching: authentic communication
		4.3.2 Task-based Language Teaching: problem-solving
		4.3.3 Collaborative and Participatory Methods: social and critical agency
	4.4 Subject-orientation: Bilingual Teaching and Content and Language Integrated Learning
	4.5 Age and stage: early language learning and transition
	4.6 Individual differences and factors
	4.7 Postmethod principles in a nutshell
	Recommended reading
5 Grammar and vocabulary (NG, LV)
	5.1 Communication and competence
		5.1.1 Today’s consensus
		5.1.2 Speech production and Interlanguage
	5.2 Teaching and learning grammar
		5.2.1 Choices and approaches
		5.2.2 Selected approaches
	5.3 Teaching and learning vocabulary
		5.3.1 Psycholinguistic basics
		5.3.2 Structuring vocabulary lessons
		5.3.3 Teaching activities
		5.3.4 Learning strategies
	Recommended reading
6 Language competences, learning strategies, and the individual learner (LV)
	6.1 Key competences and skills
		6.1.1 An integrative approach
		6.1.2 Receptive skills: reading and listening
		6.1.3 Productive skills: writing and speaking
		6.1.4 Mediation and intercultural competence
		6.1.5 Authentic communicative tasks and activities
	6.2 Learning strategies and learner types
		6.2.1 Learning strategies
		6.2.2 Learner types
	6.3 Heterogeneous groups and inclusion
		6.3.1 Heterogeneous groups
		6.3.2 Inclusion
	Recommended reading
7 Intercultural and transcultural learning (LV)
	7.1 From Landeskunde to intercultural learning
		7.1.1 Culture and language
		7.1.2 From Landeskunde to Cultural Studies and intercultural competence
		7.1.3 Concepts of intercultural competence
	7.2 Toward transcultural competence
		7.2.1 Global issues and global education
		7.2.2 Assessing and evaluating inter- and transcultural competence
	7.3 Ten principles
	Recommended reading
8 Literature matters (MM)
	8.1 Functions of literature
		8.1.1 Personal interest
		8.1.2 Institutional interest
	8.2 Approaches to teaching literature
		8.2.1 Analytical approaches: nothing but the text
		8.2.2 Making sense: subjective response and dialog
		8.2.3 Context and culture as conditions of meaning
		8.2.4 ‘Doing’ literature: task-based and creative work
	8.3 Literature for all levels
	Recommended reading
9 Media (MM)
	9.1 Media
	9.2 Media competence
	9.3 Media and methods
	9.4 Media in the classroom: examples
	Recommended reading
10 Lesson planning and classroom management (LV)
	10.1 Lesson frameworks
	10.2 Using the textbook and other material
	10.3 Planning a lesson
		10.3.1 Advance reflection
		10.3.2 Structuring a lesson
		10.3.3 Models for lesson planning
		10.3.4 General structure of a lesson plan
		10.3.5 Assessing and evaluating lessons
	10.4 The lesson in progress
		10.4.1 Teacher talk and student talk
		10.4.2 Optimizing classroom interaction
	Recommended reading
11 Materials design (NG, LV)
	11.1 Curricula and textbooks
		11.1.1 Curriculum design
		11.1.2 The textbook: friend or foe?
	11.2 Designing effective materials
		11.2.1 Materials and tasks
		11.2.2 Basic tips for designing worksheets
	11.3 Digitally designed materials
	Recommended reading
12 Assessment and evaluation (LV)
	12.1 Achievement as social parameter
	12.2 Functions of assessment and evaluation
	12.3 Assessment and testing
		12.3.1 Parameters and criteria
		12.3.2 Subjective factors
		12.3.3 Toward a fair assessment culture
	12.4 What are we testing and how?
		12.4.1 The process of testing
		12.4.2 Teaching objectives
		12.4.3 Typology of tests and tasks
	12.5 Grading
		12.5.1 Grading scales
		12.5.2 Alternative assessment formats
	12.6 Correcting mistakes
	12.7 Practical examples
	Recommended reading
References
Index
Acknowledgments