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Biographical Note

  • Stuart Amor was born in Cheltenham, attended schools in what is now Greater Manchester and studied Modern Languages at Gonville and Caius College, Cambridge. He received his doctorate from the Department of Education at the University of Lüneburg.
  • From 1967–68 he worked as an assistant teacher in Vienna and as editorial assistant of the Internationales Institut für Jugendliteratur und Leseforschung. In 1969–1970 he received a scholarship from the Union of Czechoslovak Writers and also worked with Albatros, the state publishing house for children’s books. He was a member and publications editor of the International Research Society for Children’s Literature.
  • In Stuttgart he worked as an editor and project manager on a large number of EFL projects (English as a first and second foreign language, English for grammar schools, Realschulen and Hauptschulen). He is the author of English-language teaching materials, articles on language education and essays on children’s literature.

Bibliography

1. Publications on Language Education

2. Essays on Children’s Literature

3. Translations of Books (Czech–English)

4. Teaching Materials published by Ernst Klett Verlag, Stuttgart (1977–97)

As author:

As co-author:

Doctoral Thesis

A Fundamentals
1 Language, Text and Context: The nature of language, Text and context, Genre and social interaction. 2 The Larger Context: A culture of (in)authenticity? Artificial and virtual worlds. The ethics of personal authenticity.

B Definitions and Distinctions              
3 Proficient Users and Language Corpora: Native speakers and proficient users. Which English? Whose English? The significance of language corpora. Creating language corpora. 4 Genuineness: Genuineness and authenticity contrasted. Attitudes to genuineness and authenticity. Selecting, grading and modifying texts. 5 Genuine and Non-genuine Texts: Comparing genuine and scripted dialogues. Distinctive features of genuine texts. Distinctive features of non-genuine texts 6 Authenticity and Authentication: Various aspects and approaches. Authenticity of interaction and classroom events. Authenticity of personal engagement. Authenticity and authentication. Relevance and meaning(fulness) 7 Authentic Tasks and Activities: Authentic learning. Authentic London. Looking at technology and technologies. A fashion project. The Storyline model. Angels in the Outfield. A country project (Canada). Non-ELT simulations and drama techniques.   8 Authenticity and Motiva­tion: The human mind and learning. Authenticity and motivation. Authenticity and intrinsic motivation. Motivation for language learning. 9 Integral Language Orientations: Contingency. Contradiction. Conversation. Identity. Intertextuality. Multilingualism. Openness. Totality of experience.

C Practical Applications
10 Spoken Language: Introduction. Service encounters. Calls for emergency services. Storytelling. Interlingual discourse. Conclusions. 11 Written Language: Introduction. Getting to know Islington. The language of advertising. Detective stories as a genre. Selecting and working with texts. 12 Visual Language: A photography project: the dynamics of authenticity. Ten focuses of attention. Breaking the ice. Ten topics. Project questionnaire. One teacher’s report. D Implications 13 Issues and Conclusions: The world of young learners. Changes in teaching/learning resources. IT, cognition and education. The implications of language change. Final reflections. Appendix: Bibliography. Illustrations.

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