Teaching Language in Context [Paperback]

Alice Omaggio Hadley (Author)

Book Description

ISBN-10: 0838440673 | ISBN-13: 978-0838440674 | Publication Date: March 1993 | Edition: 2nd

Teaching Language in Context reviews past and current language acquisition theories, examines recent influential trends, and discusses the most relevant elements for the construction of viable teaching models.
-- Winner of the Kenneth W. Mildenberger Medal
-- Examines how adult learners develop proficiency in a second language
-- Workbook for practical application
-- Analysis of how changing technology is affecting language learning

Editorial Reviews

About the Author

Alice Omaggio Hadley is currently a Professor in the Department of French at the University of Illinois at Urbana-Champaign, where she teaches courses in methodology, supervises teaching assistants, and directs basic language courses. --This text refers to an alternate Paperback edition.

Product Details

• Paperback: 532 pages
• Publisher: Heinle & Heinle Pub; 2nd edition (March 1993)
• Language: English
• ISBN-10: 0838440673
• ISBN-13: 978-0838440674
• Product Dimensions: 9.1 x 7.4 x 0.9 inches
• Shipping Weight: 1.8 pounds
• Average Customer Review: 4.2 out of 5 stars  See all reviews (15 customer reviews)
• Amazon Best Sellers Rank: #1,522,394 in Books (See Top 100 in Books)

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Customer Reviews

Most Helpful Customer Reviews

14 of 16 people found the following review helpful:

5.0 out of 5 stars A Must for Foreign Language Teachers, January 27, 2000

By 

Jennifer A. Hoover (Auburn University) - See all my reviews

This review is from: Teaching Language in Context (Paperback)

I think this is an excellent book for foreign language teachers of all levels. Omaggio gives a good overview of the theories driving language teaching--past and present-- and the basics of how second language is acquired. As there is no "magic formula" for creating effective lessons, learning how we learn a foreign language helps teachers to use their time in the classroom more efficiently. Rather than wasting time doing random substitution and grammar drills, the students can actually be learning the language in context.

17 of 20 people found the following review helpful:

5.0 out of 5 stars If I were to choose one book, December 17, 2002

By 

Jerry in Japan (Aizuwakamatsu, Fukushima Japan) - See all my reviews

This review is from: Teaching Language In Context (Paperback)

No book can cover every aspect of language instruction, but by all means Hadley's work would be right up there with Ellis, Richards and Rodgers among others. This is a solid book, jam packed with historical facts and insights, and I feel has caught the full heart of the profession representing the current state of the profession. I could not disagree with the first reviewer more. I am reading this book through and I love this book. This is not a technique-y book at all but a serious treatise and contribution to educators who want to have a broader scope on theory and instruction. In my mind, the author answers the who, what, where, when, how, and why not just of one method but does it with several of the major methods. And this she does in Chapter three! This is a 512 page text and to my mind, the reading is coherent, smart, and digestable. This text is certainly one of the better foundational texts for comprehensive grasp of the field. This book is be a springboard to assist the reader to think through the past and present assumptionan about teaching language; it is an excellent choice! If I were to only have one text to me to read in this area, this would be a top contender. Thank you Alice Omaggio Haddley for the hard work and care you put into this wonderful book.

8 of 9 people found the following review helpful:

5.0 out of 5 stars Well worth buying and reading, November 4, 2004

By 

Trevor Holster (Japan) - See all my reviews
(REAL NAME)   

This review is from: Teaching Language In Context (Paperback)

This book is aimed at explaining proficiency oriented language teaching, and has very valuable material on proficiency and its importance. This is something many teachers seem to overlook as too obvious to be of concern, but Hadley shows it to be a central issue in teaching. The criticism made by one reviewer that it's tilted too much toward communicative teaching is mistaken. There's a difference between communicative teaching and proficiency oriented teaching, although they are obviously related. This book, like any other, is not sufficient by itself, but needs to be read an compared to others in order to get a range of viewpoints. It is not of instantaneous practical use to classroom teachers, but rather deals with the ideas behind teaching methods. It is a very valuable addition to a teacher's bookshelf and I have no regrets about buying it.