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This book is an accessible introduction to linguistics specifically tailored for teachers of second language/bilingual education. It guides teachers stepwise through the components of language, focusing on the areas of linguistics that are most pertinent for teaching. Throughout the book there are opportunities to analyze linguistic data and discuss language-related issues in various educational and social contexts. Readers will be able to identify patterns in actual language use to inform their teaching and help learners advance to the next level. A highly readable account of how language works, this book is an ideal text for teacher education courses.
A basic, reader-friendly introduction to American English linguistics for teachers of ESL, written in a conversational style with technical vocabulary introduced in meaningful contexts. Applications to the ESL classroom are presented in a direct way.
This reader aims to give the background necessary in both the underlying research and the applications of language theory. Emphasizing the connections between theory, research and pedagogy, the readings should reflect the divese and multicultural nature of today's classroom. The book is designed to stand alone or to be used as a supplement to an introduction to linguistics text. The text includes chapters on dialects, teaching of grammar, syntax and teaching English as a second language.
Irrespective of the language (first, second, or foreign) taught, knowledge of linguistics and its application is a must for language teachers. However, most TESOL programs use general linguistics textbooks that deal with the science of linguistics (as theory), disregarding its implications (practice) for teaching English language learners. Applied Linguistics for Teachers of Culturally and Linguistically Diverse Learners is an essential scholarly publication that seeks to contribute to TESOL and language teacher education programs in order to assist educators to apply their knowledge to help linguistically and culturally diverse learners succeed in school and life. Highlighting an array of topics such as bilingualism, morphology, and sociolinguistics, this book is ideal for educators, educational programs, professionals, academicians, professors, linguists, and students.
Applied Linguistics and Language Teacher Education is aimed at applied linguists who are interested in understanding more about the learning of novice teachers in their classes. The 21 studies in this volume provide information on the complexity of novice teachers learning and use of knowledge in a variety of applied linguistics classes such as SLA, Syntax, Pragmatics, Sociolinguistics, Phonetics and Phonology, L2 Reading and Writing, Testing, and Content Based Instruction. These studies were conducted in a variety of contexts, from North and South America to Europe, Asia and Australia, and look at the preparation of teachers of English, Spanish and Chinese. The book also includes a state-of-the-art summary of research on knowledge acquisition and use which provides applied linguists with a solid basis for developing their ideas about their students learning and use of the knowledge presented in their classes.
Rising enrollments of students for whom English is not a first language mean that every teacher – whether teaching kindergarten or high school algebra – is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond.
Designed for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? In the Second Edition of Volume I, Murray and Christison return to this essential question and call attention to emerging trends and challenges affecting the contemporary classroom. Addressing new skills and strategies that EFL teachers require to meet the needs of their shifting student populations who are impacted by changing demographics, digital environments, and globalization, this book, which is grounded in current research, offers a strong emphasis on practical applications for classroom teaching. This updated and expanded Second Edition features: a new chapter on technology in TESOL new and updated classroom examples throughout discussions of how teachers can prepare for contemporary challenges, such as population mobility and globalization The comprehensive texts work for teachers across different contexts—where English is the dominant language, an official language, or a foreign language; for different levels—elementary/primary, secondary, university, or adult education; and for different learning purposes—general English, workplace English, English for academic purposes, or English for specific purposes.
An overview of current issues and developments in foreign language education, designed for instructors of language, literature, and culture at any stage of their careers A contemporary guide to language teaching, this book presents the latest developments and issues in the field of applied linguistics. Written by scholars with expertise in theoretical linguistics, literary and cultural studies, and education, the book encourages readers to examine their beliefs about language teaching and to compare these perspectives with the tenets of current research-supported frameworks and approaches. It also leads instructors to make vital connections between theory and practice while linking language and content pedagogy so that they may develop innovative lesson plans, classroom activities, and course materials that align with the specific contexts in which they teach. Serving as a textbook for teaching methods courses, as well as a reference for instructors with varying levels of experience and diverse specializations, the book is applicable to all levels of instruction and provides guidelines and models that prepare instructors to teach in a rapidly evolving field.
This volume explores the defining element in the work of language teacher educators: language itself. The book is in two parts. The first part holds up to scrutiny concepts of language that underlie much practice in language teacher education yet too frequently remain under-examined. These include language as social institution, language as verbal practice, language as reflexive practice, language as school subject and language as medium of language learning. The chapters in the second part are written by language teacher educators working in a range of institutional contexts and on a variety of types of program including both long and short courses, both pre-service and in-service courses, and teacher education practice focusing variously on metalinguistic awareness for teachers, language improvement, and classroom communication. The unifying factor is that collectively they illuminate how language teacher educators research their practice and reflect on underlying principles.
Donald Freeman examines how core ideas and practices in educating second language teachers relate to and differ from teacher education in other content areas. He weaves together research in general and second language teacher education with accounts of experience and practice to examine how background knowledge is defined in language teaching. Throughout, Freeman demonstrates how understanding the processes of teacher learning, knowing, thinking, and reflecting are ‘the same things done differently’ in second language teacher education. Educating Second Language Teachers reconsiders pre- and in-service teacher education, and proposes a detailed, comprehensive design theory for teacher education. “A masterful account of the landscape of second language teacher education and the development of its theoretical assumptions and practices. It offers a unique and original conceptualization of the field and will be an invaluable resource for teachers, teacher educators and researchers.” Jack C. Richards, University of Sydney and University of Auckland Additional online resources are available at www.oup.com/elt/teacher/eslt Donald Freeman is Associate Professor of Education at the University of Michigan. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman