John F Fanselow
Biographic Data
| ID | 5436181 |
|---|---|
| NAME | John F Fanselow |
| GIVEN NAMES | John F |
| FAMILY NAME | Fanselow |
| SIGNATURE | FANSELOW J F |
| AFFILIATIONS | Columbia University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 1990 |
| H-INDEX | 3 |
Breaking Rules: Generating and Exploring Alternatives in Language Teaching
Let's See: Contrasting Conversations about Teaching
Two common aims of supervision and observation to evaluate and to help. Supervisors and observers with these aims provide products to those they visit: helpful prescriptions for improvement or a rating of the observed performances. The aims of supervision and observation presented in this article to explore, to see teaching differently, not to evaluate or help; the emphasis is on a process-visited and visiting teachers sharing ways of looking to …
It's Too Damn Tight: Media in Esol Classrooms: Structural Features in Technical/Subtechnical English
Bilingual, Esol and Foreign Language Teacher Preparation: Models Practices, Issues
Beyond Rashomon: Conceptualizing and Describing the Teaching Act
When teachers, supervisors, employers, students or salespeople discuss the same lessons, texts, tests, methods and schools of language teaching, they often sound like the characters in the Japanese movie, Rashomon-they each give contradictory and equivocal accounts of the same events or items.To classify the communications people send and receive in both teaching and non-teaching settings so that we can move beyond Rashomon, and give similar acco…
The Common Sense of Teaching Foreign Languages
The Treatment of Error in Oral Work
Frequently, discussions about language teaching include the questions: Which types of errors should be treated and which ignored? How should errors be treated? To see the extent to which the behaviors of teachers could help answer these questions, eleven teachers were videotaped teaching the same lesson to their classes. Transcripts were made, containing both verbal and nonverbal behaviors. The analysis of the tapes showed that both the types of …
Access to English as a Second Language
The Treatment of Error in Oral Work
Frequently, discussions about language teaching include the questions: Which types of errors should be treated and which ignored? How should errors be treated? To see the extent to which the behaviors of teachers could help answer these questions, eleven teachers were videotaped teaching the same lesson to their classes. Transcripts were made, containing both verbal and nonverbal behaviors. The analysis of the tapes showed that both the types of …
Beyond Rashomon: Conceptualizing and Describing the Teaching Act
When teachers, supervisors, employers, students or salespeople discuss the same lessons, texts, tests, methods and schools of language teaching, they often sound like the characters in the Japanese movie, Rashomon-they each give contradictory and equivocal accounts of the same events or items.To classify the communications people send and receive in both teaching and non-teaching settings so that we can move beyond Rashomon, and give similar acco…
Let's See: Contrasting Conversations about Teaching
Two common aims of supervision and observation to evaluate and to help. Supervisors and observers with these aims provide products to those they visit: helpful prescriptions for improvement or a rating of the observed performances. The aims of supervision and observation presented in this article to explore, to see teaching differently, not to evaluate or help; the emphasis is on a process-visited and visiting teachers sharing ways of looking to …
Access to English as a Second Language
Beyond Rashomon: Conceptualizing and Describing the Teaching Act
When teachers, supervisors, employers, students or salespeople discuss the same lessons, texts, tests, methods and schools of language teaching, they often sound like the characters in the Japanese movie, Rashomon-they each give contradictory and equivocal accounts of the same events or items.To classify the communications people send and receive in both teaching and non-teaching settings so that we can move beyond Rashomon, and give similar acco…
The Common Sense of Teaching Foreign Languages
The Treatment of Error in Oral Work
Frequently, discussions about language teaching include the questions: Which types of errors should be treated and which ignored? How should errors be treated? To see the extent to which the behaviors of teachers could help answer these questions, eleven teachers were videotaped teaching the same lesson to their classes. Transcripts were made, containing both verbal and nonverbal behaviors. The analysis of the tapes showed that both the types of …
Bilingual, Esol and Foreign Language Teacher Preparation: Models Practices, Issues
It's Too Damn Tight: Media in Esol Classrooms: Structural Features in Technical/Subtechnical English
Let's See: Contrasting Conversations about Teaching
Two common aims of supervision and observation to evaluate and to help. Supervisors and observers with these aims provide products to those they visit: helpful prescriptions for improvement or a rating of the observed performances. The aims of supervision and observation presented in this article to explore, to see teaching differently, not to evaluate or help; the emphasis is on a process-visited and visiting teachers sharing ways of looking to …
Breaking Rules: Generating and Exploring Alternatives in Language Teaching
Linguistics (8 works) · Psychology (8 works) · Philosophy (7 works) · Sociology (7 works) · Mathematics education (5 works) · Pedagogy (4 works) · Second Language Learning and Teaching (4 works) · Computer Science (3 works) · EFL/ESL Teaching and Learning (3 works) · Foreign language (2 works)