ABSTRACT
This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of ‘team’ to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.
TABLE OF CONTENTS
part |27 pages
Characterising ELT collaboration and innovation
chapter |8 pages
Introduction
part |83 pages
Team teaching collaborations
chapter |20 pages
A sociocultural analysis of effective team teaching in a Japanese language classroom
chapter |16 pages
Collaboration between English language and content teachers
chapter |16 pages
Beyond the deficit model
part |82 pages
Collaborative innovations beyond team teaching