Abstract
Chapters in this section address English language teachers’ professional concerns in language teaching with updated research findings and conceptualizations of language. These concerns include traditional ones such as pronunciation, vocabulary, grammar, and writing. They also inform language teachers’ efforts to respond to challenges of emerging significance, including teaching English language learners with special education needs, using multimodal texts in teaching, and integrating language with subject content teaching.
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References
Davison C, Cummins J (2007) Introduction: constructs of language in ELT: breaking the boundaries. In: Cummins J, Davison C (eds) International handbook of English language teaching. Springer International Handbooks of Education. Springer, Boston, pp 777–782. https://doi.org/10.1007/978-0-387-46301-8_51
Ellis NC (2019) Essentials of a theory of language cognition. Mod Lang J 103:39–60. https://doi.org/10.1111/modl.12532
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Gao, X. (2019). Constructs of Language in English Language Teaching: Section Introduction. In: Gao, X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-02899-2_66
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DOI: https://doi.org/10.1007/978-3-030-02899-2_66
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