Succeeding with English Language Learners: A Guide for Beginning Teachers

Succeeding with English Language Learners: A Guide for Beginning Teachers

By: Thomas S. C. Farrell (editor)Hardback

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Description

New teachers often experience "reality shock" as they discover that the ideals they learned in college do not match the daily realities of classroom life-especially when they are called upon to begin their careers by working with English language learners in English as a second language (ESL) or English as a foreign language (EFL) settings. By combining best practices for teacher induction, mentoring, and support with carefully phased-in coverage of the basics of ESL/EFL lesson planning, classroom management, writing, reading, grammar, speaking, listening, vocabulary, and language assessment, this new book offers beginning teachers the reality guide they need. With 104 Exploratory Breaks throughout to provide topics for reflection and discussion with mentors, supervisors, and support providers, this guide will be of interest to any teacher new to working with ESL and EFL learners.

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About Author

Thomas S. C. Farrell is a professor in applied linguistics at Brock University, Canada. He has been involved with ESL and applied linguistics for the past 27 years and has written extensively on topics such as reflective practice, language teacher development, and language teacher education. His recent books include Reflective Practice in Action (2004, Corwin Press), Reflecting on Classroom Communication in Asia (2004, Longman), and Professional Development for Language Teachers (2005, Cambridge University Press, coauthored with Jack Richards).

Contents

Preface Acknowledgments About the Author Ch 1: Teaching in the First Year Exploratory Break 1.1: Teaching in the First Year Exploratory Break 1.2: First Year Phases of Development Exploratory Break 1.3: Stages of Development Exploratory Break 1.4: Stacy's First Years of Development Exploratory Break 1.5: Stacy's First Years of Support Exploratory Break 1.6: Mentors Exploratory Break 1.7: Teaching Load Exploratory Break 1.8: Nature of Classes during the First Years Exploratory Break 1.9: Helping Yourself Chapter Reflection Ch 2: Planning English Language Lessons Exploratory Break 2.1: Why Plan Lessons? Exploratory Break 2.2: Benefits of Planning Lessons Exploratory Break 2.3: Lesson Plan Details Exploratory Break 2.4: Writing Lesson Objectives Exploratory Break 2.5: Lesson Design Exploratory Break 2.6: Questions to Consider Before Lessons Exploratory Break 2.7: Components of a Language Lesson Exploratory Break 2.8: Questions for Teachers to Consider After the Lesson Exploratory Break 2.9: Questions for Students to Consider After the Lesson Chapter Reflection Ch 3: Classroom Management Exploratory Break 3.1: Teacher: Manager or Conductor Exploratory Break 3.2: Organizing the Class Exploratory Break 3.3: Conducting Group Work Exploratory Break 3.4: Dealing with the Disengaged ESL Student Exploratory Break 3.5: Facilitating Classroom Communication Exploratory Break 3.6: Investigating Patterns of Interaction in Your Classroom Exploratory Break 3.7: Facilitating Diversity Exploratory Break 3.8: Facilitating Different Learning Styles Exploratory Break 3.9: Looking Ahead Chapter Reflection Ch 4: Teaching Grammar Exploratory Break 4.1: Teaching and Grammar Exploratory Break 4.2: Grammar Exploratory Break 4.3: Teaching Grammar Exploratory Break 4.4: Inductive and Deductive Grammar Teaching Exploratory Break 4.5: Why Is English So Hard? Exploratory Break 4.6: Grammar Activity Using the CRISP Method Exploratory Break 4.7: Create your own Grammar Activities Using the CRISP Method Chapter Reflection Ch 5: Teaching Writing Exploratory Break 5.1: Writing Exploratory Break 5.2: Purpose and Audience Exploratory Break 5.3: Writing as Product Exploratory Break 5.4: Writing as Process Exploratory Break 5.5: Teaching Writing Exploratory Break 5.6: Assumptions About Writing Exploratory Break 5.7: Peer Evaluation Exploratory Break 5.8: Peer Editing Exploratory Break 5.9: Feedback Exploratory Break 5.10: The Place of Grammar Chapter Reflection Ch 6: Teaching Speaking Exploratory Break 6.1: Speaking a Second/Foreign Language Exploratory Break 6.2: Rules of Face-to-Face Interaction Exploratory Break 6.3: Turn-taking Exploratory Break 6.4: Teaching Turn-taking Exploratory Break 6.5: Establishing Topics Exploratory Break 6.6: Topics Exploratory Break 6.7: Conversation Breakdowns Exploratory Break 6.8: Repair Exploratory Break 6.9: Teaching Dimensions of Speaking Exploratory Break 6.10: Accuracy versus Fluency Exploratory Break 6.11: Guidelines for Planning Speaking Lessons Exploratory Break 6.12: Project Focus Exploratory Break 6.13: Project Information Exploratory Break 6.14: Class Project Chapter Reflection Ch 7: Teaching Reading Exploratory Break 7.1: Reading Habits Exploratory Break 7.2: Reading Definition Exploratory Break 7.3: Models of Reading Exploratory Break 7.4: Reading Strategy Profile Exploratory Break 7.5: Reading Strategies Exploratory Break 7.6: Prior Knowledge Exploratory Break 7.7: Word Association Exploratory Break 7.8: Direct Experience Exploratory Break 7.9: Cinquain Exploratory Break 7.10: Prediction Exploratory Break 7.11: Skimming Exploratory Break 7.12: Scanning Exploratory Break 7.13: Teaching New Vocabulary Exploratory Break 7.14: Text Structures Chapter Reflection Ch 8: Teaching Listening Exploratory Break 8.1: Listening Exploratory Break 8.2: Bottom-up Processing Exploratory Break 8.3: Top-Down Processing Exploratory Break 8.4: Interactional Purposes Exploratory Break 8.5: Transactional Purposes Exploratory Break 8.6: Back-channelling Signals Exploratory Break 8.7: Local, Global, and Transitional Repairs Exploratory Break 8.8: Comprehension Checks Exploratory Break 8.9: Soap Activities Chapter Reflection Ch 9: Language Assessment Exploratory Break 9.1: Language Assessment Exploratory Break 9.2: Reliability and Validity Exploratory Break 9.3: Alternative Assessment Exploratory Break 9.4: Criterion and Norm Reference Assessment Exploratory Break 9.5: Selected-response Assessment Exploratory Break 9.6: Multiple-choice Tests Exploratory Break 9.7: True-false Tests Exploratory Break 9.8: Matching Tests Exploratory Break 9.9: Short-answer Tests Exploratory Break 9.10: Essay Tests Exploratory Break 9.11: Fill-in Tests Exploratory Break 9.12: Oral Tests Exploratory Break 9.13: Portfolios Exploratory Break 9.14: Self/Peer Assessment Exploratory Break 9.15: Constructing Language Tests Exploratory Break 9.16: Create Your Own Language Test Chapter Reflection Ch 10: Professional Development Exploratory Break 10.1: Professional Development Needs Assessment Exploratory Break 10.2: Opportunities for Reflection and Development Exploratory Break 10.3: Action Research Exploratory Break 10.4: Critical Incidents Exploratory Break 10.5: Teaching Journal Exploratory Break 10.6: Classroom Observations Exploratory Break 10.7: Teacher Group Discussion Chapter Reflection References Index

Product Details

  • publication date: 02/02/2006
  • ISBN13: 9781412924382
  • Format: Hardback
  • Number Of Pages: 176
  • ID: 9781412924382
  • weight: 526
  • ISBN10: 1412924383

Delivery Information

  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

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