Ashworth, Mary <br/><br/>
Beyond Methodology : Second Language Teaching and the Community / 
Mary Ashworth 
 - New York :  Cambridge University Press,  1985. 
 - vi, 156 p. :  ill. ;  24 cm. 
 - New Direction in Language Teaching .
<br/><br/>Includes bibliography (p. 149-151) and indexes. 
<br/><br/>''Teaching English, particularly in second-language situations, involves teachers in wider issues within the community. This book considers the relationship between language-teaching and the community, and the way in which teachers are both affected by broader social, and political and economic policies and an also have an effect on these policies.  The author argues that teachers and administrators should be actively involved in the communities that benefit from their work, and should not be simply the passive recipients of other people's policies. The book begins by exploring the three ways in which communities have a bearing on language teaching: as beneficiary, as resource, and as control. the effect of national policy is considered , and the scope is widened to include language teaching  internationally. The final chapter suggests ways in which teachers might influence future developments. The book is directed towards practising teachers and teachers in training, and to all administrators, consultants, supervisors and members of the public are involved in language education, particularly in the fields of bilingual education, heritage or vernacular language teaching, ESL and EFL. - Mary Ashword is Associate Professor in the Language Education Department of the University of British Columbia, Canada.'' (Book Cover)  CONTENTS Introduction<br/> 1 - The community as beneficiary<br/>  1.1 Overview<br/>  1.2 Language planning<br/>  1.3 Major issues in language planning<br/>  1.4 The language-planning process<br/>  1.5 Language-teaching programs<br/>  1.6 The benefits of language teaching to individuals and the community<br/>  Activities<br/> 2 - The community as resources<br/>  2.1 Overview<br/>  2.2 Kinds of communities<br/>  2.3 Language use in the community<br/>  2.4 Decision-making within communities<br/>  2.5 Finding out about communities<br/>  2.6 Locating community resources<br/>  Activities<br/> 3 - The community as control<br/>  3.1 Overview<br/>  3.2 The influence of local community groups<br/>  3.3 Characteristics of students, teachers, curriculum, and programs<br/>  3.4 Becoming informed professionally<br/>  3.5 Getting support for your program<br/>  Activities<br/> 4 - National policies and language teaching<br/>  4.1 Overview<br/>  4.2 The effects of national policy<br/>  4.3 Becoming informed politically<br/>  4.4 Making changes in educational policies and practices<br/>  Activities<br/> 5 - Teaching English internationally<br/>  5.1 Overview<br/>  5.2 The spread of English<br/>  5.3 Exporting English <br/>  5.4 International employment possibilities and problems<br/>  5.5 International employment possibilities and problems<br/>  Activities<br/> 6 - Predicting the future in language teaching<br/>  6.1 Overview<br/>  6.2 Time past<br/>  6.3 Time present<br/>  6.4 Time future<br/>  Activities<br/> Afterthoughts Appendix A - Useful journals and newsletters  Appendix B - Language-teaching acronyms<br/> Appendix C - International and national organization <br/> Notes<br/> Bibliography<br/> Index of authors<br/> Index of subjects<br/> 
<br/><br/><label>ISBN: </label>0521266653 9780521319911 (pbk) 
<br/><br/><label>LCCN: </label>85011024 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Language and languages--Study and teaching--Social aspects.<br/>Language planning.<br/>English language--Study and teaching.
<br/><br/><label>LC Class. No.: </label>P53.8  / .A7 1985 P53.8 
<br/><br/><label>Dewey Class. No.: </label>418/.007