Barasa Peter L (8 results)

Taschenbuch. Condition: Neu. English Language Teaching | Policy, Training and Practice | Peter L. Barasa | Taschenbuch | 348 S. | Englisch | 2012 | LAP LAMBERT Academic Publishing | EAN 9783846580394 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Paperback. Condition: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Condition: New. Print on Demand pp. 246.

Condition: New. Print on Demand pp. 246.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book is a product of a study on the teaching of English in Kenya. Specifically, it explores the influence of Policy, Teacher Education and Classroom practice on the Secondary School Curriculum. The study was based on field studies that collected data from teachers of English, Education officers from the Ministry of Education, the Kenya Institute of Education and the Kenya National Examinations Council. The author established that the teaching of English in Kenya is not supported by clear educational policies. He observes that the Language educational policies and the experiences in Teacher Education and Classroom practice are at variance. Prof. Barasa argues that there is need to re-define the role of English in the School curriculum to reflect the socio-cultural context in which it is being taught and learnt. In addition, the study appreciates the need for a comprehensive University programme for Language Teachers that emphasizes the use of theories of language learning in the learning situation. This book is highly recommended for English Language teacher educators and educatees, teachers and policy makers in the field of Language Education. 348 pp. Englisch.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Barasa Peter L.Peter L. Barasa is an Associate Professor of Language Education in the Department of Curriculum, Instruction and Educational Media, and Dean School of Education, Moi University. He holds Ph.D., M. Ed. in Language Educa.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book is a product of a study on the teaching of English in Kenya. Specifically, it explores the influence of Policy, Teacher Education and Classroom practice on the Secondary School Curriculum. The study was based on field studies that collected data from teachers of English, Education officers from the Ministry of Education, the Kenya Institute of Education and the Kenya National Examinations Council. The author established that the teaching of English in Kenya is not supported by clear educational policies. He observes that the Language educational policies and the experiences in Teacher Education and Classroom practice are at variance. Prof. Barasa argues that there is need to re-define the role of English in the School curriculum to reflect the socio-cultural context in which it is being taught and learnt. In addition, the study appreciates the need for a comprehensive University programme for Language Teachers that emphasizes the use of theories of language learning in the learning situation. This book is highly recommended for English Language teacher educators and educatees, teachers and policy makers in the field of Language Education.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 348 pp. Englisch.

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book is a product of a study on the teaching of English in Kenya. Specifically, it explores the influence of Policy, Teacher Education and Classroom practice on the Secondary School Curriculum. The study was based on field studies that collected data from teachers of English, Education officers from the Ministry of Education, the Kenya Institute of Education and the Kenya National Examinations Council. The author established that the teaching of English in Kenya is not supported by clear educational policies. He observes that the Language educational policies and the experiences in Teacher Education and Classroom practice are at variance. Prof. Barasa argues that there is need to re-define the role of English in the School curriculum to reflect the socio-cultural context in which it is being taught and learnt. In addition, the study appreciates the need for a comprehensive University programme for Language Teachers that emphasizes the use of theories of language learning in the learning situation. This book is highly recommended for English Language teacher educators and educatees, teachers and policy makers in the field of Language Education.