Оглавление
Kate Reynolds. Introduction to TESOL
Introduction to TESOL. Becoming a Language Teaching Professional
CONTENTS
List of Illustrations
Guide
Pages
Acknowledgments
Introduction
References
1 What Is TESOL?
Learning Outcomes
TESOL Voices. Diverse Learners, Diverse Settings
The World of TESOL Through Acronyms
Representing the different forms of English
Heterogeneous or homogeneous learner populations
English as an international language
Language extinction, linguistic imperialism, and language policy
Differentiating the focus from language teaching to preparing language teachers
Questions for reflection
Being Proficient and Levels of Proficiency
ACTFL Proficiency S
WIDA proficiency indicators
Council of Europe Framework proficiency scale
TESOL Is Highly Interdisciplinary
Should I use the term second language acquisition or second language learning?
Roles and Specializations of TESOL Professionals
Teaching
Administration
Professors as teacher educators and researchers
Curriculum and assessment development and materials writing
Consulting
Contributions of TESOL and Applied Linguistics in Education
Questions for reflection
Chapter Conclusions
Discussion Questions
Tasks
Further Reading/Read and Discuss
References
2 How Is TESOL an Academic Profession?
Learning Outcomes
TESOL Voices. The Convention Extended and Enhanced Teacher Preparation
Our Professional Roots
Questions for reflection
Teacher Preparation in TESOL
Working in pre-K–12 public schools
Work at universities and community colleges
Work at private language schools
Work in tutoring or one-on-one teaching and online teaching
Other work environments
Questions for reflection
Professional Development in TESOL
Influential Professional Development Organizations
IATEFL (https://www.iatefl.org)
TESOL International Association (TESOL, https://www.tesol.org)
British Council (https://www.britishcouncil.org)
WIDA (https://wida.wisc.edu)
National and regional organizations
Organizations emphasizing foreign language perspectives
Organizations emphasizing second language perspectives
Organizations emphasizing bilingual and multilingual instruction
Governmental resources
A general education organization
Professional Development Plan
Questions for reflection
Volunteerism and Service Mindset
Professional Recognition and Advocacy
Advocacy about ELLs and remedial coursework for language study
Advocacy about ELLs and submersion/immersion
Advocacy about ELLs and academic learning
Advocacy about ELLs and special education referrals
Advocacy about qualifications for teachers of ESL/EFL/ELT
Advocacy about professional recognition
Questions for reflection
Chapter Conclusions
Discussion Questions
Tasks
Further Reading/Read and Discuss
References
3 With Whom and Where Do Those Prepared in TESOL Work?
Learning Outcomes
TESOL Voices. My International Teaching Journey
With Whom and Where Do Those Prepared in TESOL Work?
Cultural patterns
Questions for reflection
Critical Pedagogy and Social Justice
Types of discrimination and bias
Privilege
Discrimination toward teachers
Having an equity stance
Contexts. U.S. and English-dominant ESL countries (Kachru’s inner circle)
Teaching in “Foreign” Language Contexts and in English-dominant Contexts. Native and nonnative issues
English as an international language and English as a lingua franca
Questions for reflection
Controversy in the field—who “owns” English?
How Does Teaching English Differ in Different Contexts? The facets of context in TESOL
Six patterns of differences in cross-cultural communication
School context
Classroom context
Questions for reflection
Contextual Factors
Questions for reflection
Program Models of Instruction
Program Models in Which Language Is the Subject Studied. EFL, ESL, or ELD
Newcomers’ programs
EAP
Questions for reflection
Program Models in Which Academic Subjects and Language Are Studied. CBI
The distinction between social language and academic language and their language functions
English as medium of instruction
Questions for reflection
English immersion
Dual language/bilingual education and multilingual education
One educator with two languages and academic content
Two educators—one content expert in one language, the other a language specialist in the other language
Questions for reflection
Bilingual education: Opportunities and challenges
Chapter Conclusions
Discussion Questions
Tasks
Further reading/read and discuss
References
4 What Are the Five Areas of Linguistics and How Do They Help TESOL Educators? Why Do TESOL Educators Need a Working Understanding of Linguistics?
Learning Outcomes
TESOL Voices. Learning About Linguistics Helps Improve Language Learning and Teaching
What Is Language?
What Is Linguistic Knowledge?
Creative aspect of linguistic knowledge
Universal grammar
Competence vs. performance
How are first languages acquired?
Questions for reflection
The Areas of Linguistics and Their Application in the L2 Classroom
Areas of Linguistics
Phonology
Spelling and sounds
Consonants
Vowels
Syllables
Minimal pairs
Locations of phonemes in words
Free variation
Questions for reflection
Syntax
Syntactic structure: Constituents and word order
Questions for reflection
Morphology
Types of morphemes. Roots
Affixes
Roots, stems, and bases
Questions for reflection
Semantics
Lexical relationships
Sentence meaning
Meaningfulness
Semantics: Sense and nonsense
Metaphors
Idioms
Lexical ambiguity
Analytic sentences
Contradictory sentences
Synthetic sentences
Questions for reflection
Pragmatics
Linguistic context
Situational context
Maxims of conversation
Speech act theory
Questions for reflection
Sociolinguistics
Linguistic varieties
Dialect
Lingua franca
Questions for reflection
Functional linguistics
Chapter Conclusions
Discussion questions
Tasks
Further reading/read and discuss
References
5 What Are the Various Areas of Second Language Acquisition Theory and How Do They Guide Instruction?
Learning Outcomes
TESOL Voices. My Second Language Learning Journey
SLA
L1 and L2 Acquisition Compared
Questions for reflection
How Fast Can ELLs Acquire/Learn Another Language?
What Sets of Knowledge and Abilities Make an ELL Proficient?
Models of SLA
Cognitive Theories
Information processing model (cognitive)
Interlanguage (cognitive)
Questions for reflection
Innatist Theories. The monitor model (innatist)
The acquisition-learning hypothesis
The monitor hypothesis
Questions for reflection
The input hypothesis
Questions for reflection
The affective filter hypothesis
Questions for reflection
The natural order hypothesis
Route and processes of language acquisition
Questions for reflection
Interactionist Theories. Interaction hypothesis (interactionist)
Sociocultural model (interactionist/sociocultural)
Questions for reflection
Social- and Culturally Based Perspectives on SLA
Culture shock
Second language socialization (sociocultural)
Questions for reflection
Personal/Individual Differences in SLA
Age of acquisition
Aptitude
Affective factors in SLA
Motivation
Self-esteem
Anxiety
Facilitative and debilitative anxiety
Language anxiety
Inhibition and risk-taking behavior
Extroversion and introversion
Cognitive styles
Learning styles
Auditory, visual, and kinesthetic learners
Analytic/global thinkers and reflectivity/impulsivity
Questions for reflection
Chapter Conclusions
Discussion Questions
Tasks
Further Reading/Read and Discuss
References
6 How Does Theory Inform and Guide Instructional Practice?
Learning Outcomes
TESOL Voices. Practitioner’s Perspective
Methodological Overview
Questions for reflection
Questions for reflection
Questions for reflection
Questions for reflection
Questions for reflection
Questions for reflection
Ellis’ 12 Principles of Instructed SLA
Communicative Language Teaching
Sample communicative language teaching activities. Discussion Activities
Role-plays and Dialogues
Songs
Games
Controversy in the field—CLT
Questions for reflection
Task-based Instruction
Sample tasks. Information-gap Tasks
Surveys and Questionnaires
Ranking Tasks
Problem-solving tasks
Project-based Instruction
Digital engagement in tasks and projects
Questions for reflection
Skills-based and Integrated Skills Instruction
A sample integrated skill instructional sequence
Questions for reflection
Chapter Conclusions
Discussion Questions/Activities
Tasks
Further Reading/Read and Discuss
References
7 What Do Educators Need to Know About Teaching the Language Skills of Listening and Reading When Using Integrated Language Skills?
Learning Outcomes
TESOL Voices
Relationships Between Language Skills and Tools
Oral Skills
Writing Skills
Questions for reflection
Receptive and Productive Skills
Receptive Language Skills: Listening and Reading
Questions for reflection
Details of Teaching Listening
Organizations of listening lessons
Sequencing lessons emphasizing listening
Questions for reflection
Total Physical Response and Total Physical Response Storytelling
Total physical response storytelling
Questions for reflection
Subskills of Listening and Reading
Listening for the gist/reading for the main idea
Listening/reading for key information
Listening/reading to make inferences
Listening Activities
Questions for reflection
Details of Teaching Reading
What do L2 readers need to learn?
Young learners in elementary school
Phonemic awareness and phonics
Word recognition and vocabulary
Reading comprehension and fluency
Teens or adults learners
Language experience approach
Questions for reflection
Teaching Reading Strategies
Language-rich classrooms
Organization of Reading Lessons
Prereading
While reading
Postreading
Questions for reflection
Receptive skills and digital technology
Questions for reflection
Chapter Conclusions
Discussion Questions
Tasks
Further Reading/Read and Discuss
References
8 How Do TESOL Educators Teach Speaking and Writing in Integrated Language Instruction?
Learning Outcomes
TESOL Voices. Cultural Influences on Writing
Productive Skills of Speaking and Writing
Teaching Speaking
Speech acts in the second language classroom
Greetings
Conversational Closings
Agreeing/Disagreeing
Making Requests
Tool for analyzing settings for teaching L2 speaking
Differences between spoken and written language
Details of teaching second language speaking
Appropriacy of language use while speaking
Authenticity of language
Activities focused on fluency or accuracy
Questions for reflection
Proficiency levels and speaking abilities
Instructional practices for teaching second language speaking
Organization of speaking lessons
Stem sentences/sentence starters
Cooperative learning/group work
Activities for teaching second language speaking
Questions for reflection
Historic Methods Employed to Teach Speaking
The Audiolingual Method (ALM)
Questions for reflection
The Silent Way
Direct Method
Questions for reflection
Teaching Second Language Writing
The reciprocal relationship between reading and writing
Questions for reflection
Young writers
The process writing approach
Writing conferences and providing feedback on writing
Implementing process writing in the classroom
Teen and adult writers
Questions for reflection
Plagiarism
Proficiency levels
Copying letters and words
Writing words
Sentence-level writing
Paragraph-level writing
Paragraph writing activities
Longer written passages
Questions for reflection
Current Trends in Developing and Supporting Productive Skills
Chapter Conclusions
Discussion Questions
Tasks
Further Reading/Read and Discuss
References
9 Tools: Grammar, Vocabulary, Pronunciation, and Spelling
Learning Outcomes
TESOL Voices. Building Community and Vocabulary
Relationships Between Language Skills and Tools
What Is Grammar?
Grammar instruction today
Implicit and explicit grammar
Grammar lessons sequences
Presentation of new grammatical forms
Grammaring: What you teach about a grammar form
Grammar translation method
Grammar translation exercises. Fill in the Blank with Word Bank
Matching
Cloze Exercise
Scrambled Sentences
Dehydrated Sentences
Errors, mistakes, and feedback
Best practices in giving feedback on form
Questions for reflection
Vocabulary
Background basics about vocabulary teaching
Intentional and incidental vocabulary learning
How many and what types of words do ELLs need?
How do we know what a word means?
Lesson sequences for vocabulary
Number of exposures to a word
Spaced repetitions
Combining number of exposures with spaced repetitions in lesson plans
Teaching L2 vocabulary
Selecting the right words to teach
Materials for vocabulary teaching
Effective techniques for presenting vocabulary words
Effective techniques for practicing vocabulary words
Questions for reflection
Pronunciation
What makes learning L2 pronunciation difficult?
Effective practices for teaching L2 pronunciation
Types of pronunciation practice activities
Feedback on pronunciation and monitoring one’s own production
Questions for reflection
Teaching L2 Spelling
What guidance does research provide for the teaching of spelling?
Guidelines for teaching spelling
Consider the specific learning population
English spelling patterns
Invented spelling
Inductive and deductive spelling instruction
Careful about worksheet use
Engaging activities for teaching spelling
Questions for reflection
Chapter Conclusions
Discussion Questions and Activities
Tasks
Further Reading/Read and Discuss
References
10 What Themes, Topics, and Content Can I Employ?
Learning Outcomes
TESOL Voices
Topics, Themes, and Content, Oh My!
Topics as unifying forces
Themes as unifying forces
Aren’t topics and themes the same?
History of CBI
What is general education and mainstreaming?
Controversy in the field: Which one has priority, content or language?
Questions for reflection
Controversy in the field
Intersections of Content and Language Teaching/Learning
Models of Content and Language Instruction. Sheltered instruction observation protocol
SIOP model
Specially designed academic instruction in English
The SDAIE model
Cognitive Academic Language Learning Approach
CLIL
Guided Language Acquisition Design
Project GLAD
Questions for reflection
ESP
Similarities and differences between ESP and CBI
Chapter Conclusions
Discussion Questions
Tasks
Further Reading/Read and Discuss
References
11 How Has Digital Technology Changed Language Teaching and Learning?
Learning Outcomes
TESOL Voices. Digital Engagement in Our Classes
What Is the Influence of Technology on English Language Teaching?
The haves and have nots concern
Digital Literacy
Questions for reflection
Computer-assisted or Computer-aided Language Learning
Blended learning and teaching
Course management/learning systems
Synchronous versus asynchronous learning
Face-to-face portions in blended learning classes
Questions for reflection
Flipped learning
Philosophical and theoretical underpinnings of flipped learning
Benefits of the flipped design
Digital tools for flipped classrooms
Questions for reflection
Online instruction
How does teaching English online differ from in-person teaching?
Advantages and disadvantages of online learning
Questions for reflection
How Can Digital Technologies Enhance L2 Courses?
Integrated content and engaging presentations
Developing and practicing four skills and tools
Chapter Conclusions
Discussion Questions
Tasks
Further Reading/Read and Discuss
References
12 What Are Ways of Planning for Second Language Instruction and Assessing Learning?
Learning Outcomes
TESOL Voices. Engaging in Curriculum Development and Professional Development Activities
Seeing the Big Picture
Who designs curriculum?
Textbook as curriculum
Questions for reflection
Identifying Learners’ Linguistic Needs
Needs assessment
Planning with the End in Mind
Questions for reflection
Standards, goals, SLOs, can do indicators, and success criteria
Standards and guidelines for language learning
Writing SLOs
Can do indicators
Success criteria
Differentiating SLOs by proficiency level
Questions for reflection
Ways to Organize Curriculum
What is a syllabus?
Types of L2 syllabuses or curricular approach
Textbook selection and evaluation
Questions for reflection
Ins and Outs in First-year Curricular Planning
How long are typical class meetings?
Questions for reflection
Lesson Planning
Formats of lesson plans
Questions for reflection
Assessing Learning
TESOL Voices. Reassessing Assessments
Formative assessment: Assessments that inform instruction
Summative assessments: Assessments that show learners’ achievement of SLOs
Grading, scoring, and grading systems
Questions for reflection
Types of Assessments
Teacher-made tests
Textbook assessments
Performance assessments
Rubrics to assess performance in English
Rubric-making tools
Portfolio assessments
Questions for reflection
Placement tests or screeners
Standardized exams
Proctoring standardized exams
Accommodations on standardized exams
Questions for reflection
Chapter Conclusions
Discussion Questions
Tasks
Further Reading/Read and Discuss
References
13 How Does TESOL Develop Its Body of Knowledge and Share Professional Knowledge?
Learning Outcomes
TESOL Voices. Teachers’ Research Makes a Big Impact
A Rationale for Ongoing Professional Development
The importance of teacher research
Questions for reflection
Venues for Sharing Professional Knowledge
COPs in schools
Developing materials
Teacher book study
Conducting investigations
Local and regional communities of practice
Questions for reflection
Online COPs
Grant programs to work with international COPs
Sharing Professional Knowledge in Written Form
Newsletters, magazines, and blogs
Journals
Books, white papers, and reports
Questions for reflection
Benefits of Sharing Professional Knowledge
TESOL Voices. Sharing Your Knowledge Starts with a Need
Developing a professional sharing mindset
Why would educators not share professional knowledge?
Chapter Conclusions
Discussion Questions
Further Reading
References
14 What Are the Current Situations in TESOL and New Directions To Be Taken?
Learning Outcomes
TESOL Voices. Reflecting Back, Thinking Forward
Where Do We Go From Here?
Communicating and collaborating
Critical and creative thinking
Question for reflection
The Empowered, Autonomous Teacher
The self-efficacious teacher
Question for reflection
The transformative teacher
Teachers as Critical Readers and Writers
Teachers as Researchers
Teacher-friendly Research Publications
Questions for reflection
New Directions in Teacher Learning
Question for reflection
Chapter Conclusions
Discussion Questions
Tasks
Further Reading/Read and Discuss
References
Acronyms in TESOL/Applied Linguistics
Index
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