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English Language Learners in Your Classroom: Strategies That Work
by Ellen Kottler Dr Jeffrey A. Kottler Christopher P. StreetThis third edition of the best-selling Children With Limited English offers connections to current research, new strategies for building communication skills, and instructional adaptations for ELL students.
English Language Pedagogies for a Northeast Asian Context: Developing and Contextually Framing the Transition Theory (Routledge Studies in Sociolinguistics)
by Michael HadzantonisThis book investigates, from a sociocultural, linguistic, and pedagogical perspective, the conceptual and pragmatic frameworks that characterize secondary language learning in a Northeast Asian context. Hadzantonis contextualizes these salient domains through an engagement with social and cultural themes such as the familial, political, as well as cultural commodities and socioeducational structures. In this way, the text employs tools such as transnational theory and performativity and develops a model that contributes to the resolution of one of the greatest economic issues of the time, that of ineffective secondary language learning.
English Language Proficiency Testing in Asia: A New Paradigm Bridging Global and Local Contexts (ESL & Applied Linguistics Professional Series)
by Cyril J. Weir Lily I-Wen Su Jessica R. W. WuAs the demand for English language education grows in Asia, there has been a parallel growth in the development and implementation of standardized tests at the local level. Offering much-needed context on locally produced tests in Asia, contributors examine emerging models for English language assessment and the impact these large-scale tests have on the teaching and learning of English. Chapters address the following well-known and developing high-stakes tests in different regions across Asia: the GEPT, the TEPS, the VSTEP, the CET, the EIKEN and TEAP, and the ELPA. Brought together by world-renowned testing assessment scholar Cyril Weir and the Language Training and Testing Center (LTTC), one of Asia’s leading testing institutions based in Taiwan, this volume is a useful reference for evaluating, developing, and validating local tests of English and their societal impact. Comprehensive and research-based, chapters cover historic backgrounds, sociocultural contexts, test quality, international standing, and future considerations. Ideal for graduate students, researchers, and scholars in language assessment, TESOL/TEFL, and applied linguistics, this book will also be of interest to language teaching professionals, language test developers, and graduate students in Asian studies and international education, intercultural communication, and intercultural studies.
English Language Program Administration: Leadership and Management in the 21st Century (Educational Linguistics #59)
by MaryAnn Christison Fredricka L. StollerThis volume provides both practicing and aspiring Language Program Administrators with knowledge about the research and theory that underpin key topics in educational leadership, as well as practical guidance for the day-to-day management of language programs, including budgets, personnel, decision making, strategic planning, advocacy, and digital technologies. The volume brings together 46 authors and contributors with a vast array of experiences as administrators of English language teaching programs all over the world—in Asia; Australia; Europe; the Middle East; New Zealand; North, Central, and South America; South Africa; Turkey; and the United Kingdom. As the need for more qualified administrators and leaders has increased, more teacher education programs have added formal courses on leadership and program administration to their offerings. Educators teaching these courses will find this volume to be an excellent core text to support students in developing their knowledge of and skills for language program administration. All chapters are connected to the contemporary realities of language program administration, and they offer practical guidance to Language Program Administrators in ways that are adaptable to different administrative contexts globally.
English Language Teacher Education in Changing Times: Perspectives, Strategies, and New Ways of Teaching and Learning
by Liz England Lía D. Kamhi-Stein Georgios KormpasThis volume addresses challenges that the field of English language teacher education has faced in the past several years. The global pandemic has caused extreme stress and has also served as a catalyst for new ways of teaching, learning, and leading. Educators have relied on their creativity and resiliency to identify new and innovative teaching practices and insights that inform the profession going forward. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world and how these innovations can transform education going forward into the future. Paving the way for a revitalized profession, this book is essential reading for the current and future generations of TESOL scholars, graduate students, and professors.
English Language Teacher Education in Chile: A cultural historical activity theory perspective (Routledge Research in Education)
by Malba BarahonaOver the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a high demand for teachers of English. As a consequence, teacher education programs have modified their curricula to meet the challenges of educating teachers of English as a global language. This book explores EFL teacher education in order to further understand the nature of teacher learning in second language education environments, examining the varying motives, actions and mediating tools that shaped how a cohort of pre-service teachers learnt to teach EFL in Chile. Framed by a cultural historical activity theory (CHAT) perspective, chapters use key qualitative research to determine how specific factors can help and hinder the effective preparation of teachers, illuminating contradictory dynamics between local and national policies, teacher education programs, and pre-service views and classroom realities. The book makes an important contribution to the growing debate surrounding the design of EFL teacher education policy, curriculum and learning strategies, emphasising the importance of engaging pre-service teachers in learning to teach EFL, and the interrelated factors that shape this learning. English Language Teacher Education in Chile will be of key interest to academics, researchers and postgraduate students in the fields of teacher education, curriculum studies, and English language teaching (ESL/EFL), as well as policy makers, TESOL organisations, and those interested in applying a CHAT perspective to language teaching and learning.
English Language Teacher Education: A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experience
by Minh Hue NguyenThis book examines a range of complex issues concerning the professional experience (i.e., practicum) in English language teacher education with regard to curriculum design and implementation, as well as professional learning. Drawing on a sociocultural perspective, it explores the context of the professional experience, preservice teachers as learners of English language teaching, and the activity of learning to teach English language in connection with interrelated contextual and personal issues: contextual issues such as policies, curricula, university-school partnerships, and mentoring relations are investigated in relation to personal issues such as the beliefs, expectations, prior educational experiences, previous teaching experiences, and cultural-linguistic backgrounds of preservice teachers. In turn, the book addresses professional learning issues, including professional identity development, emotional experiences, and pedagogical learning, in depth. The book delves into the qualitative “fine-grained” aspects of the professional experience while also making valuable conceptual contributions through a sociocultural analysis of the professional learning experience, which can also be applied to research in other teacher education contexts. The findings presented here hold practical implications for English language teacher education in terms of developing a knowledge base for English language teaching and an effective model of professional experience to prepare English language teachers for working in today’s expanded, diverse and dynamic neoliberal contexts.
English Language Teacher Preparation in Asia: Policy, Research and Practice (Routledge Critical Studies in Asian Education)
by Subhan Zein Richmond StroupeBringing together a comprehensive range of extended research-based chapters, English Language Teacher Preparation in Asia provides comprehensive insight into policy, research, and practical aspects of teacher preparation for English teachers at pre-service level across multiple contexts in Asia. Written by local and international scholars specialising in TESOL Teacher education, and acknowledging the increasingly complex demands made on teachers of English in view of globalisation, the book explores the multiple factors which are key to effective professional learning. Chapters consider how pre-service teachers are best prepared for the diverse contexts in which English is learnt and taught in settings throughout Asia and draw on in-depth research studies to provide rich, fully contextualised coverage of aspects of teacher preparation including curriculum design, programme development, policy, professional learning communities, assessment education, and teaching practicum. A timely contribution to the field of teacher preparation, this text will be an invaluable resource for teacher educators, pre-service teachers and academics involved in the preparation of English teachers in Asia.
English Language Teaching Research in the Middle East and North Africa: Multiple Perspectives
by Sahbi HidriThis edited collection examines a range of English Language Teaching (ELT) research in the Middle East and North Africa (MENA). While the MENA context has witnessed considerable change in recent years, it has so far been under-represented in ELT research at both the regional and the international level. This book aims to fill that gap by surveying the current state of the field, examining in detail a range of issues and concepts, and suggesting future directions for further research. It will be of interest to ELT researchers and practitioners in general - not just those based in MENA contexts themselves.
English Language Teaching Today
by Willy A. Renandya Handoyo Puji WidodoEnglish Language Teaching Today: Linking Theory and Practice provides an up-to-date account of current principles and practices for teaching English in the world today. The chapters, written by internationally recognized language teacher educators and TESOL specialists, introduce the reader to key language skill areas (i. e. , listening, speaking, reading, writing, pronunciation, grammar and vocabulary) and explain how each skill area can be taught in a principled manner in diverse language learning contexts. Throughout the book, the link between theory and practice is explicitly highlighted and exemplified. This reader-friendly book is suitable for undergraduate and graduate students enrolled in TESOL and other second language education programmes as well as for TESOL professionals who wish to stay current with recent developments in ELT.
English Language Teaching as a Second Career
by Sarah J. ShinThis book explores the experiences of men and women who train to teach ESL as a second career. Drawing from in-depth interviews and observations of 30 students (aged 45 to 73) in a TESOL graduate program, this book provides portraits of these individuals as they develop as teachers. It describes the processes they go through to launch their teaching careers, the successes and challenges they face, and the evolving significance of their work in their overall life goals and achievements. A welcome addition to the growing literature on teacher development, this book will be an important resource for teacher trainers and anyone working in TESOL.
English Language Teaching in Moroccan Higher Education
by Hassan Belhiah Ikbal Zeddari Nourddine Amrous Jamal Bahmad Nourdin BejjitThis book explores the global spread of English and its ramifications for the status of English in Morocco. It sheds light on motivational issues in English language teaching and learning in Moroccan higher education and examines various teaching practices in terms of: teaching effectiveness, assessment and evaluation, written feedback, English-Arabic translation, and undergraduate supervision. In addition to identifying critical issues in the discipline of English studies and the main challenges facing English departments from historical, institutional, and pedagogical perspectives, it suggests strategies for addressing and overcoming them.
English Language Teaching in Pakistan (English Language Teaching: Theory, Research and Pedagogy)
by Christine Coombe Naziha Ali RazaThis book presents empirical research on teaching, learning and assessment, and teacher development practices in Pakistan. Despite extensive academic research conducted in Pakistan over the last decade, there is a dearth of internationally published literature on English language teaching in the country. This book covers current research priorities and initiatives concerning English language teaching, learning and assessment, empirical developments, and major professional development initiatives, both in Pakistan and involving the work of Pakistani scholars based in abroad. It highlights the impacts that development efforts are having in the ELT world in Pakistan. The respective chapters cover a diverse range of topics, including: continuous professional development (CPD), identity construction, English language policy, curriculum development, and innovative ELT approaches and methodologies used in Pakistan. This volume provides valuable insights for TESOL and applied linguistics scholars and practitioners working in the field of ELT, both in Pakistan and elsewhere in the globalized world.
English Language Teaching: Policy and Practice across the European Union (English Language Teaching: Theory, Research and Pedagogy)
by Lee McCallumThis book provides an overview of current trends and practices in English Language Teaching (ELT) across the European Union. It offers insights into key ELT issues which are at the forefront of twenty-first-century classrooms. It discusses theoretical and empirical work based on topics such as linguistic imperialism, English as a Medium of Instruction, contrastive language analysis, and the interplay between English and the use of countries’ respective native languages. It also explores the challenges of English Language Teaching under different circumstances such as, while using different technological platforms, working with different learner groups (those with Special Educational Needs) and revising traditional practices in grammar and vocabulary teaching. Throughout the book, the link between policy, theory and practice is explicitly highlighted and exemplified. The book is of interest to ELT instructors, course designers, language teachers and teacher trainers, and students enrolled in pre-service English training courses.
English Language and General Studies Education in the United Arab Emirates: Theoretical, Empirical and Practical Perspectives (English Language Teaching: Theory, Research and Pedagogy)
by Christine Coombe Georgia Daleure Lana HiasatThis book presents an up-to-date account of current English-language English teaching and General Studies practices in the UAE. The chapters, written by leading language teacher educators, feature theoretical and empirical aspects of teaching, learning, assessment as well as related research. Throughout the book, the link between theory and practice is highlighted and exemplified. This reader-friendly book is suitable for undergraduate and graduate students, teachers, researchers and administrators of English language and general studies programs in the UAE and beyond who wish to keep abreast of recent developments in the field.
English Language and Literature for the IB Diploma
by Alice Gibbons Joseph Koszary Lindsay TandyEverything you need to deliver a rich, concept-based approach for the new IB Diploma English Language and Literature course. - Navigate seamlessly through all aspects of the syllabus with in-depth coverage of the key concepts underpinning the new course structure and content- Investigate the three areas of exploration in detail and engage with global issues to help students become flexible, critical readers- Provide a variety of texts with a breadth of reading material and forms from a diverse pool of authors- Engaging activities are provided to test understanding of each topic and develop skills - guiding answers are available to check your responses- Identify opportunities to make connections across the syllabus, with explicit reference to TOK, EE and CAS
English Language and Literature for the IB Diploma
by Alice Gibbons Joseph Koszary Lindsay TandyEverything you need to deliver a rich, concept-based approach for the new IB Diploma English Language and Literature course. - Navigate seamlessly through all aspects of the syllabus with in-depth coverage of the key concepts underpinning the new course structure and content- Investigate the three areas of exploration in detail and engage with global issues to help students become flexible, critical readers- Provide a variety of texts with a breadth of reading material and forms from a diverse pool of authors- Engaging activities are provided to test understanding of each topic and develop skills - guiding answers are available to check your responses- Identify opportunities to make connections across the syllabus, with explicit reference to TOK, EE and CAS
English Language as Hydra
by Vaughan Rapatahana Pauline BunceEnglish Language as Hydra argues that, far too often, the English language industry has become a swirling, beguiling monster, unashamedly intent on challenging local lingua-diversity and threatening individual identities. This book brings together the voices of linguists, literary figures and teaching professionals in a wide-ranging exposé of this enormous Hydra in action on four continents.
English Language-Mediated Settings and Educational Inequalities: Language Education Policy Agendas in the South Pacific (Routledge Research in Language Education)
by Prashneel Ravisan GoundarIn this book, Goundar explores how educational inequalities are responsible for the way students perform in English language-mediated school settings. He seeks to establish an explicit connection between language testing and educational inequalities at the higher education level.With its focus on higher education, this research is a fresh reminder of the need to continuously revisit and unsettle inequalities that are embedded in education systems. In the South Pacific context, this study reveals the current issues, including medium of instruction challenges, lack of teaching and learning resources, teacher shortages, and language barriers. Goundar’s research seeks new answers to the problem of academic English language skills faced by undergraduate students. Since English is a second language for the majority of students in Fiji and as the quality of education varies between urban and rural schools, this cumulatively impacts students’ acquisition of English skills, and, consequently, their university performance. The important questions posed and addressed in this book are as follows: What are the language implications of colonisation on education in the South Pacific? What resources and learning opportunities are provided in schools to promote equal access to education content for students from non-English-speaking backgrounds? How do students from different schooling backgrounds in Fiji cope with an English language-mediated university learning environment? Do educational inequalities manifest in the performance of students from all schooling backgrounds, or are they confined to specific sociocultural zones? Drawing on a unique dataset from a context in the Global South, this book provides new insights for a more holistic approach to examining academic language proficiency and the use of language testing. English Language-mediated Settings and Educational Inequalities: Language Education Policy Agendas in the South Pacific is suitable for postgraduate students in language policy and planning, multilingual language policies for schools, medium of instruction studies, and language testing, and South Pacific studies.
English Learners In American Classrooms: 101 Questions, 101 Answers
by James Crawford Stephen KrashenConsider any question you may have about working with English language learners (ELLs), and it's quite likely you will find the answer in this indispensable book. Authors James Crawford and Stephen Krashen use a straightforward Q&A format to address educators' concerns in a concise and accessible way-everything from "What types of instructional programs are designed to address the needs of ELLs?" to "Do ELLs need to be taught phonics?" The book provides a state-of-the-art guide to the field, written to focus sharply on the major issues facing English language learners and the educators who work with them. On the opening page, Crawford and Krashen state the essential aim of their book: "It's no secret that immigrants are transforming American classrooms. Or that increasing numbers of our students are ELLs ... a trend that poses unique challenges and opportunities for schools. How should educators respond?" Read to suit your own needs-straight through from first question to last, or selectively to glean expert advice on issues of special interest. Either way, you'll close "English Learners in American Classrooms" better equipped to make a difference for the ELLs in your classroom, school, and community.
English Learners Left Behind
by Kate MenkenIn the wake of recent federal legislation entitled No Child Left Behind, high-stakes standardized testing for accountability purposes is being emphasized in educational systems across the U.S. for all students - including English Language Learners (ELLs). Yet language proficiency mediates test performance, so ELLs typically receive scores far below those of other students. This book explores how tests have become de facto language policy in schools, shaping what is taught in school, how it is taught, and in what language(s) it is taught. In New York City, while most schools responded to testing by increasing the amount of English instruction offered to ELLs, a few schools have preserved native language instruction instead. Moreover, this research documents how tests are a defining force in the daily lives of ELLs and the educators who serve them.
English Learners at Home and at School: Stories and Strategies
by Joyce W. NuttaThe engaging profiles of English Learners at Home and at School offer access to a deeper and broader understanding of the lived experiences of English learners and their families. Such knowledge is essential for all educators in order to anticipate the needs of, and best support, English learners.In this highly readable volume, Joyce W. Nutta helps to build the bridge of knowledge and empathy between teachers and the English learners they support. In an inspired approach to the topic, she presents six compelling portraits of English learners who come from different cultural backgrounds and who are at different points in their educational journeys, from preschool to community college. Informed by real-life observations, extensive interviews, and academic research, these lively portrayals highlight issues and concerns that commonly arise in multicultural and multilingual learning and teaching.Nutta accompanies each profile with details on the specific cultural, linguistic, and educational factors at play and offers sound practical guidance for supporting English learner achievement in classrooms. She suggests educational strategies, including establishing dual-language classrooms, adapting instruction, and inviting parent participation, that can scaffold English learners&’ academic success.English Learners at Home and at School will help educators develop a better awareness of all their students—even those who come from backgrounds vastly different from their own.
English Learners in the Mathematics Classroom
by Debra S. CogginsResearch-based strategies to reach English learners – now aligned with the Common Core! Instead of just watching your English learners struggle, ensure that they develop high-level math skills and gain greater fluency in English. Debra Coggins’ bestselling book has helped many teachers achieve these intertwined goals by offering strategies that support mathematics learning along with language acquisition for English Learners. Now in its second edition, English Learners in the Mathematics Classroom addresses Common Core requirements, enabling your students to build 21st century skills that will serve them well into the future. Through this trusted resource, you’ll develop specialized teaching strategies that can be adapted across grade levels for students at all stages of English language acquisition. You’ll discover Mathematics lesson scenarios in every chapter, directly connected to the Common Core Standards and the Standards for Mathematical Practice Instructional approaches that promote participation, hands-on learning, and true comprehension of mathematics concepts that benefit all students Sample lessons, visuals, and essential vocabulary that connect mathematical concepts with language development Whether you are rediscovering this book or picking it up for the first time, you’ll find standards-based strategies that will enable your English learners to enjoy and master mathematics. "The ideas and strategies in this book, supported by research and field experiences, will benefit ALL students because they are addressing learning challenges that are common for many learners." Trudy Mitchell, Middle School Math Consultant San Diego, CA "This is by far the best book on designing mathematics instruction for English learners. The short but thorough research reviewed in each chapter gives background for why the teaching tips are so important in developing mathematically literate students." Dan Battey, Associate Professor Rutgers University
English Learners in the Mathematics Classroom
by Debra S. CogginsResearch-based strategies to reach English learners – now aligned with the Common Core! Instead of just watching your English learners struggle, ensure that they develop high-level math skills and gain greater fluency in English. Debra Coggins’ bestselling book has helped many teachers achieve these intertwined goals by offering strategies that support mathematics learning along with language acquisition for English Learners. Now in its second edition, English Learners in the Mathematics Classroom addresses Common Core requirements, enabling your students to build 21st century skills that will serve them well into the future. Through this trusted resource, you’ll develop specialized teaching strategies that can be adapted across grade levels for students at all stages of English language acquisition. You’ll discover Mathematics lesson scenarios in every chapter, directly connected to the Common Core Standards and the Standards for Mathematical Practice Instructional approaches that promote participation, hands-on learning, and true comprehension of mathematics concepts that benefit all students Sample lessons, visuals, and essential vocabulary that connect mathematical concepts with language development Whether you are rediscovering this book or picking it up for the first time, you’ll find standards-based strategies that will enable your English learners to enjoy and master mathematics. "The ideas and strategies in this book, supported by research and field experiences, will benefit ALL students because they are addressing learning challenges that are common for many learners." Trudy Mitchell, Middle School Math Consultant San Diego, CA "This is by far the best book on designing mathematics instruction for English learners. The short but thorough research reviewed in each chapter gives background for why the teaching tips are so important in developing mathematically literate students." Dan Battey, Associate Professor Rutgers University
English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone
by Pauline GibbonsDeep understanding, critical thinking, subject knowledge, and control of academic literacy are goals we have for all our students. The challenge for teachers is to find a way of teaching that helps everyone, including English learners, to reach these high expectations. In English Learners, Academic Literacy, and Thinking, the author presents an action-oriented approach that gives English learners high-level support to match our high expectations. Focusing on the middle grades of school, she shows how to plan rigorous, literacy-oriented, content-based instruction and illustrates what a high-challenge, high-support curriculum looks like in practice. <P><P>The author presents and discusses in detail five broad areas that enable English learners to participate in high-quality learning across the curriculum: engaging deeply with intellectual contexts, developing academic literacy, employing reading strategies and improving comprehension, gaining writing independence and learning content-area genres, using classroom talk to make sense of new concepts and as a bridge to writing. Based on these areas she then presents guidelines on designing long-term, high-quality instruction that simultaneously provides explicit scaffolding for English learners. The author makes these guidelines an instructional reality through dozens of examples of rich activities and tasks that can be used across the curriculum and that support the learning of all students. English Learners, Academic Literacy, and Thinking supports teachers with doable plans for instruction, reflection questions for individual or group study together, and suggestions for further reading. The book is a valuable resource for in-service training and college courses and provides an ideal basis for a school wide response to the growing challenges of raising the achievement of English language learners.