How are curriculums and syllabuses developed and revised? What are the issues concerning course design and implementation? How can institutions revise and enhance course programmes? These are the main questions addressed by the authors in Language Course Planning.

Language Course Planning

Reference

North, Brian

Rossner, Richard

Mila, Angelova

Jarosz, Elzbieta

English as a Second Language

Oxford University Press España, S.A.

A clinical guide to raised intracranial pressure covering anatomy and physiology, pathology and clinical features. Methods of measuring and radiological signs are also covered.

Raised intracranial pressure: A clinical guide

Medical Books

Heinemann Medical Books

This volume gives an overview of the impact of the CEFR on teaching and assessment as well as the extensive debate surrounding the framework. It covers the four main areas with which the CEFR is concerned: its role as a common framework, the Common Reference Levels, what the CEFR implies for planning and teaching, and assessment of CEFR levels. A distinction is maintained between practical information and academic discussion. Each chapter is organised into three sections: Essentials, to introduce the relevance of the CEFR to the topic concerned; More detail, to give examples of the implementation of the framework; and Issues, a discursive section with a foucs on misconceptions of the CEFR and how these could be addressed. The conclusion discusses the extent to which the CEFR is generating change, the priorities for curriculum development in the future and how the framework can be further exploited and developed.

The CEFR in Practice (English Profile Studies, Series Number 4)

Foreign Language Study & Reference

Cambridge University Press

The Action-oriented Approach: A Dynamic Vision of Language Education (New Perspectives on Language and Education, 72) (Volume 72)

This book presents the background to the current shift in language education towards action-oriented/action-based teaching, and provides a theorization of the Action-oriented Approach (AoA). It discusses the concepts and theories that paved the way for the AoA and explores their relevance for the way language education is conceived and implemented in the classroom. In the process, it revisits the concept of competence and discusses the dynamic notions of mediation and plurilingualism. The authors explain the way in which the Common European Framework of Reference for Languages (CEFR) and its recent update, the CEFR Companion Volume, broaden the scope of language education, in particular in relation to the actional turn. The book provides scholars and practitioners with a research-informed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications.

Piccardo, Assist. Prof. Enrica

Multilingual Matters

Gemeinsamer europäischer Referenzrahmen für Sprachen: lernen, lehren, beurteilen

Politics & Social Sciences

Trim, John

Coste, Daniel

Social Sciences

Klett Sprachen GmbH

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Books by North, Brian