Ten Principles of Bilingual Pedagogy in EFL

Forman, SR

Ten Principles of Bilingual Pedagogy in EFL

Forman, SR

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Publisher:: Cambridge Scholars Publishing
Publication Type:: Chapter
Citation:: The NNEST Lens: Non Native English Speakers in TESOL, 2010, 1, pp. 54 - 86
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Forman, SR	en_US
dc.contributor.editor	Ahmar Mahboob	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	The NNEST Lens: Non Native English Speakers in TESOL, 2010, 1, pp. 54 - 86	en_US
dc.identifier.isbn	9781443819114	en_US
dc.identifier.uri	http://hdl.handle.net/10453/14453
dc.description.abstract	Probably the greatest single resource enjoyed by a majority of NNES teachers who work in EFL contexts is the sharing of a common language between teacher and students. And yet it is this singularly powerful part of the NNEST lens which is devalued or denied by mainstream ELT in favour of monolingualist methodologies. Consequently, there exist only a few studies which document how Ll is actually used in EFL classrooms, or which seek to explore underlying principles of such practices. Ustiinel and Seedhouse have called for investigation into "how pedagogical focus and language choice are related in the teaching of other languages and in different teaching/learning contexts" (2005, p. 322).	en_US
dc.publisher	Cambridge Scholars Publishing	en_US
dc.relation.ispartof	The NNEST Lens: Non Native English Speakers in TESOL	en_US
dc.title	Ten Principles of Bilingual Pedagogy in EFL	en_US
dc.type	Chapter
utslib.location	UK	en_US
utslib.for	2004 Linguistics	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	UK	en_US

Abstract:

Probably the greatest single resource enjoyed by a majority of NNES teachers who work in EFL contexts is the sharing of a common language between teacher and students. And yet it is this singularly powerful part of the NNEST lens which is devalued or denied by mainstream ELT in favour of monolingualist methodologies. Consequently, there exist only a few studies which document how Ll is actually used in EFL classrooms, or which seek to explore underlying principles of such practices. Ustiinel and Seedhouse have called for investigation into "how pedagogical focus and language choice are related in the teaching of other languages and in different teaching/learning contexts" (2005, p. 322).

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http://hdl.handle.net/10453/14453