Titre :	Values, Philosophies and Beliefs in TESOL : Making a Statement
Type de document :	texte imprimé
Auteurs :	Graham V. Crookes, Auteur
Editeur :	Cambridge [United Kingdom] : Cambridge University Press
Année de publication :	2009
Collection :	Cambridge language teaching library
Importance :	277p
Présentation :	ill.,couv.
Format :	15x23 cm
ISBN/ISSN/EAN :	978-0-521-74127-9
Langues :	Anglais
Catégories :	LITTERATURE ET LANGUE ANGLAISE:428 phonetique et linguistique
Mots-clés :	Values  Philosophies  Beliefs  TESOL  Making  Statement  history  school  Language  teaching  traditions.
Résumé :	This informative and insightful book situates second language teaching in a historical context. It chronicles the many influences and developments that have helped shape the language teaching profession today. Thought-provoking chapters, tracing the origins and evolution of language teaching, lead readers to consider their own views and values concerning their work. With its interdisciplinary perspective, this extraordinary book lays a foundation on which teachers can construct their own philosophy of teaching.

Values, Philosophies and Beliefs in TESOL : Making a Statement [texte imprimé] / Graham V. Crookes, Auteur . - Cambridge (United Kingdom) : Cambridge University Press, 2009 . - 277p : ill.,couv. ; 15x23 cm. - (Cambridge language teaching library) .
ISBN : 978-0-521-74127-9
Langues : Anglais

Catégories :	LITTERATURE ET LANGUE ANGLAISE:428 phonetique et linguistique
Mots-clés :	Values  Philosophies  Beliefs  TESOL  Making  Statement  history  school  Language  teaching  traditions.
Résumé :	This informative and insightful book situates second language teaching in a historical context. It chronicles the many influences and developments that have helped shape the language teaching profession today. Thought-provoking chapters, tracing the origins and evolution of language teaching, lead readers to consider their own views and values concerning their work. With its interdisciplinary perspective, this extraordinary book lays a foundation on which teachers can construct their own philosophy of teaching.