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Author: Irwin Goldstein Publisher: Partridge Publishing ISBN: 1482898500 Category : Education Languages : en Pages : 113
Book Description
It is unfortunate but true that many misconceptions exist regarding teaching English to non-English speakers. Just as one who can read is not by that criterion alone capable of teaching reading, knowing a particular language does not ensure that one can effectively teach it. It is an error to assume that "common sense" can guide one in this regard. True "common sense" is simply not as common as many may believe. What may appear a sensible thing to do in teaching ESOL, may in fact (as one who reads the book will see) prove counter-productive and in turn detrimental to the learning process. This book focuses on subject matter which includes the question of what language actually is (it's components, skills and traits), the history of the English language, past and current ESOL teaching techniques and culture as a factor in language learning. The book is designed to be of value to ESOL teachers and administrators, students preparing to teach ESOL, volunteers in need of learning more about the field and individuals who may simply be interested in the history of the English language and/or ESOL methodology. The book's information is expected to increase the knowledge of readers as well as to help some strengthen and others develop a solid foundation upon which to rely in whatever approach they choose to teach ESOL.
Author: Irwin Goldstein Publisher: Partridge Publishing ISBN: 1482898500 Category : Education Languages : en Pages : 113
Book Description
It is unfortunate but true that many misconceptions exist regarding teaching English to non-English speakers. Just as one who can read is not by that criterion alone capable of teaching reading, knowing a particular language does not ensure that one can effectively teach it. It is an error to assume that "common sense" can guide one in this regard. True "common sense" is simply not as common as many may believe. What may appear a sensible thing to do in teaching ESOL, may in fact (as one who reads the book will see) prove counter-productive and in turn detrimental to the learning process. This book focuses on subject matter which includes the question of what language actually is (it's components, skills and traits), the history of the English language, past and current ESOL teaching techniques and culture as a factor in language learning. The book is designed to be of value to ESOL teachers and administrators, students preparing to teach ESOL, volunteers in need of learning more about the field and individuals who may simply be interested in the history of the English language and/or ESOL methodology. The book's information is expected to increase the knowledge of readers as well as to help some strengthen and others develop a solid foundation upon which to rely in whatever approach they choose to teach ESOL.
Author: Irwin Goldstein Publisher: Partridge Publishing Singapore ISBN: 1543758878 Category : Language Arts & Disciplines Languages : en Pages : 82
Book Description
It is unfortunate but true that many misconceptions exist regarding teaching English to non-English speakers. Just as one who can read is not by that criterion alone capable of teaching reading, knowing a particular language does not ensure that one can effectively teach it. It is an error to assume that “common sense” can guide one in this regard. True “common sense” is simply not as common as many may believe. What may appear a sensible thing to do in teaching ESL, may in fact (as one who reads the book will see) prove counter-productive and in turn detrimental to the learning process. This book focuses on subject matter which includes the question of what language actually is (it’s components, skills, and traits), the mystery of the origin of language, the history of the English language, an in-dept view of the Audio-Lingual (ALM) teaching method (its philosophy, approaches and one time long standing popularity) as well as its decline as a foundation course, ESL testing (with an emphasis on measuring one’s oral ability and progress) along with a complete aural-oral testing instrument, culture as a significant factor in language learning, and a question and answer section for clarifying items of interest of those involved in the field of ESL. The book is designed to be of value to ESL teachers and administrators, students preparing to teach ESL, volunteers in need of learning more about the field and individuals who may simply be interested in the history of the language (especially English) and/or ESL methodology. The book’s information is expected to increase the knowledge of readers as well as to help some strengthen and others develop a solid foundation upon which to rely in whatever approach they choose to teach ESL.
Author: Marjorie Hall Haley Publisher: Allyn & Bacon ISBN: Category : Education Languages : en Pages : 416
Book Description
This text examines second language pedagogy from two critical fields of literature: psycholinguistics and socio-cultural, offering a fresh perspective on interactive content-based language teaching and learning. Unique in its kind, this highly practical text offers more methodological approaches to teaching in ESL settings than any other book on the market, making it a perfect match for undergraduate pre-service teachers who are learning how to teach ESL students in their classrooms. Novice teachers will have the opportunity to interact with the text, reflect and consult with colleagues, partners, and classmates by being able to write in the text, revisit those responses, and view video clips on the Companion Website.
Author: John Muciaccia Publisher: R&L Education ISBN: 1610484231 Category : Education Languages : en Pages : 163
Book Description
Thinking in English represents Dr. Muciaccia's unique method of teaching English to non-native English speakers. Unlike any other English as a Second Language (ESL) book, Muciaccia's book features the "cultural immersion" approach that he has developed and practiced to a fine degree. In addition to his methodology, Muciaccia includes words of encouragement and reviews from people who have benefited from his approach to teaching and learning English.
Author: Laurence N Berlin Publisher: Routledge ISBN: 1136793801 Category : Education Languages : en Pages : 584
Book Description
Contextualizing College ESL Classroom Praxis: A Participatory Approach to Effective Instruction provides pre-service and in-service teachers with a model for engaging in effective instruction with the variety of students encountered in college English as a second language or foreign language classrooms. Along with the model, the text is designed to help readers develop the tools to use it within a participatory approach. This approach, based on the principles of Paulo Freire's critical pedagogy, is combined with multicultural education and the general tenets of a communicative approach to language teaching. From the philosophical to the theoretical to the practical, these strands are combined into a cohesive whole. The underlying premise is that the best way to develop an understanding of a participatory approach is to engage in it. Throughout the book, readers are asked to apply problem-posing--a learning process that begins with naming issues, reflecting on them and possible solutions, and acting upon one's ideas. Questions addressed include: *What is the nature of process over product? *Is a new definition of effective instruction necessary? *What are the factors that can affect second language acquisition? *What do teachers believe about effective language instruction? *What do students believe about effective language instruction? *What makes pedagogy effective? *How do teachers and students relate in the classroom? *What does instruction mean for students? *How can effective praxis be adapted to various contexts? Each chapter includes Pre-Reading Questions, Post-Reading Questions, a topic for a Reflective Journal, and Follow-Up Activities. These provide opportunities to enhance comprehension of the material, to co-construct new knowledge with classmates, and to review personal beliefs and ideas in an effort to modify or reinforce them in one's own developing model for effective language instruction.
Author: Al-Mahrooqi, Rahma Publisher: IGI Global ISBN: 146666620X Category : Foreign Language Study Languages : en Pages : 417
Book Description
Educators continue to strive for advanced teaching methods to bridge the gap between native and non-native English speaking students. Lessons on written forms of communication continue to be a challenge recognized by educators who wish to improve student comprehension and overall ability to write clearly and expressively. Methodologies for Effective Writing Instruction in EFL and ESL Classrooms brings together research and practices for successful written communication teaching among students of diverse linguistic backgrounds. With technological advancements and resources, educators are able to implement new tools into their lesson plans for the benefit of their students. This publication is an essential reference source for professionals, educators, and researchers interested in techniques and practices for written communication in English language teaching geared towards non-native English speaking students.
Author: Vivian Zamel Publisher: Routledge ISBN: 1135644934 Category : Education Languages : en Pages : 473
Book Description
Enriching ESOL Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiry is a collection of thought-provoking articles and activities designed to engage practicing and prospective ESOL teachers in an ongoing process of reflecting on, critically examining, and investigating theory and practice. Its twofold purpose is to provide a theoretical perspective and to offer ways for making the teaching of English to speakers of other languages (ESOL) meaningful for both teachers and learners. Underlying the activities and the readings themselves is the assumption that teachers need to play a role in exploring, shaping, and theorizing the work they do. The readings included represent a range of genres. They are informed by a common philosophical perspective about language acquisition and treat language teaching and learning holistically. The book is organized into five integrated units that: * raise questions about conventional notions of methods; * take into account the complicated nature of real classrooms; * provide theoretical principles for teaching that promotes language acquisition; * include rich descriptions of actual classroom experiences; and * question assumptions about language and literacy. Each set of readings begin with a "Before Reading" section and is followed by "Reflecting on the Readings," "Reading for Further Reflection," and "Suggested Projects for Inquiry" sections. This volume is a valuable resource for practicing and prospective teachers in the field of TESOL who work with diverse student populations--at all levels--in both mainstream and ESL/bilingual settings.
Author: Donna Bain Butler Publisher: Walter de Gruyter GmbH & Co KG ISBN: 1614512698 Category : Language Arts & Disciplines Languages : en Pages : 313
Book Description
This study had a research purpose and a pedagogical purpose. Research disclosed the dynamic, changing nature of (learner-internal and learner-external) variables that influence strategic competence for developing EFL/ESL writers. This competence was found necessary for international graduate students to move from writer-centered learning to reader-centered communication. The research instruments proved to be practical tools for guiding learners' processes of learning and writing a scholarly paper or article and avoiding plagiarism. The implication for teachers and program administrators is a systematic approach for developing self-regulation (control) in EFL/ESL writing. The first part of the book reports on the mixed methods (quantitative and qualitative) research. The second part gives an in-depth report of the 6 cases used in the research. The third part presents tools for systematically developing self-regulation in scholarly (and academic) writing with (a) student and teacher checklists for formative assessment that are valid and reliable; and (b) a model syllabus for teachers that can be adapted across disciplines and genres. These tools deal with learning strategies and their applications to writing and writing instruction.
Author: Marjorie Hall Haley Publisher: Allyn & Bacon ISBN: 9780205464609 Category : Education Languages : en Pages : 408
Book Description
This text examines second language pedagogy from two critical fields of literature: psycholinguistics and socio-cultural, offering a fresh perspective on interactive content-based language teaching and learning.
Author: T. Farrell Publisher: Springer ISBN: 1137440066 Category : Education Languages : en Pages : 202
Book Description
The chapters in this volume outline and discuss examples of teacher educators in diverse global contexts who have provided successful self-initiated innovations for their teacher learners. The collection suggests that a way forward for second language teacher preparation programs is through 'reflective practice as innovation'.
Author: Irwin Goldstein
Author: Irwin Goldstein
Author: Irwin Goldstein
Author: Marjorie Hall Haley
Author: John Muciaccia
Author: Laurence N Berlin
Author: Al-Mahrooqi, Rahma
Author: Vivian Zamel
Author: Donna Bain Butler
Author: Marjorie Hall Haley
Author: T. Farrell