Titlebook: International Perspectives on Materials in ELT; Sue Garton,Kathleen Graves Book 2014 Palgrave Macmillan, a division of Macmillan Publisher

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Using Web 2.0 Tools in CLILexposure and use, enhances the levels of student satisfaction, motivation, and confidence, all of which are crucial for communicative, lifelong foreign language learning. We will illustrate how the use of Web 2.0 technology can connect students across grade levels and schools as collaborators and pe

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Factors Influencing Japanese Teachers’ Adoption of Communication-oriented Textbooksete set of guidelines and activities for teachers to follow, as such it is often maintained that they can facilitate curricular change because they help teachers to ‘fully understand and “routinize” change’ (Hutchinson and Torres, 1994: 323). However, the idea of the textbook as agent of change (Hut

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2946-3238 gs. All the chapters are underpinned by sound theoretical principles while addressing practical concerns and debates in materials design and use.978-1-137-02330-8978-1-137-02331-5Series ISSN 2946-3238 Series E-ISSN 2946-3246

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English Language Learning through Mobile Phonesecades have also ushered in innovative practices that have had an impact on ELT and its interrelated areas like course design, materials development, teaching/learning methodology, and the use of resources provided by ever easier access to technology.

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The Story Reading Project: Integrating Materials Development with Language Learning and Teaching forg ‘kneading the dough’. The audience imitates his rhythmic movements and chants along, placing stress on the first syllable in ‘kneading’ and a strong rising/falling intonation on ‘dough’. ‘Softly’, whispers the teacher, and the audience whispers the chant. ‘Loudly!’ he shouts, as the audience screams the chant and then bursts into laughter.

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