Team teaching and team learning in the language classroom : : collaboration for innovation in ELT / / edited by Akira Tajino, Tim Stewart, and David Dalsky.

• Superior document: Routledge Research in Language Education
• TeilnehmendeR: Dalsky, David.; Stewart, Tim.; Tajino, Akira.
• Place / Publishing House: London ;, New York : : Routledge,, 2016.
• Year of Publication: 2016
• Edition: 1st ed.
• Language: English
• Series: Routledge Research in Language Education.
• Physical Description: 1 online resource (217 p.)
• Notes: Description based upon print version of record.

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

Cover; Title; Copyright; Dedication; Contents; List of illustrations; List of contributors; Preface; Foreword; SECTION 1 Characterising ELT collaboration and innovation; 1 Introduction: Situating collaboration, team teaching, team learning and innovation in ELT practice; 2 Beyond team teaching: An introduction to team learning in language education; SECTION 2 Team teaching collaborations; 3 A sociocultural analysis of effective team teaching in a Japanese language classroom; 4 Collaboration between English language and content teachers: Breaking the boundaries

5 Doing international development through team teaching6 Beyond the deficit model: Co-constructing team teaching to address learner goals and needs; 7 Interdisciplinary collaboration to promote L2 science literacy in Hong Kong; SECTION 3 Collaborative innovations beyond team teaching; 8 Communication, technology and collaboration for innovation; 9 The dynamics of team learning in the creation of a higher education learning community: A narrative inquiry; 10 The leregogy of curriculum design: Teaching and learning as relational endeavours

11 A 5,000-mile virtual collaboration of team teaching and team learning12 Peer mentoring for beginning teachers: Factors contributing to professional identity development; Index