Abstract
AbstractThis book directly addresses the issue of L1 usage in the L2 English classroom. The intended audience for the book includes teacher trainers, local English teachers in Southeast Asia, and Western English-language teachers looking to work abroad. However, the book could also be useful to administrators of English acquisition programs in Asian universities and policy makers in Southeast Asia tasked with creating pedagogical standards for English-language instruction at the university level.
Highlights
This book (Forman, 2016) directly addresses the issue of L1 usage in the L2 English classroom
The common theme of the book is that current L1 approaches in Asian ESL/EFL pedagogy are fundamentally unsound for a number of documented reasons which the author demonstrates largely through his own research in Thailand, he does provide other similar research as a buttress
The book could be useful to administrators of English acquisition programs in Asian universities and policy makers in Southeast Asia tasked with creating pedagogical standards for English language instruction at the university level
Summary
This book (Forman, 2016) directly addresses the issue of L1 usage in the L2 English classroom. The common theme of the book is that current L1 approaches in Asian ESL/EFL pedagogy are fundamentally unsound for a number of documented reasons which the author demonstrates largely through his own research in Thailand, he does provide other similar research as a buttress.
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