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Innovation and Change in English Language Teaching: Theory and Practice

Published online by Cambridge University Press:  12 August 2015

Chen Ou
Chen Ou*
Affiliation:
Ningbo Institute of Technology, Zhejiang University
*
Email: [email protected]
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Extract

The book is an edited collection of 18 chapters written by a total of 21 authors from around the world. Chapter 1, which serves as an introduction, outlines the book's structure and scope. The editors, Ken Hyland and Lillian L. C. Wong, define the book's purpose as ‘to offer readers a range of different ways of thinking about innovation in English language education, and different methods of investigating the impact of innovation’ (p. 2). The remaining 17 chapters, which are divided into four sections, discuss a range of topics including theoretical frameworks for education, teacher training, curriculum development, and teaching practice.

Type
Reviews
Information
English Today , Volume 31 , Issue 3 , September 2015 , pp. 59 - 60
Copyright
Copyright © Cambridge University Press 2015 

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References

Kelly, P. (1980). ‘From innovation to adaptability: The changing perspective of curriculum development.’ In Galton, M. (ed.) Curriculum Change. Leicester: Leicester University Press, pp. 65–80.Google Scholar
Milton, J. (2006). ‘Resource-rich web-based feedback: helping learners become independent writers.’ In Hyland, K. & Hyland, F. (eds.) Feedback in Second Language Writing. Cambridge: Cambridge University Press, pp. 123–139.CrossRefGoogle Scholar
Wallace, M. J. (1991). Training Foreign Language Teachers: A Reflective Approach. Cambridge: Cambridge University Press.Google Scholar
Zeichner, K. M. & Liston, D. P. (1996). Reflective Teaching: An Introduction. Mahwah, NJ: Lawrence Erlbaum.Google Scholar