Enriching Esol Pedagogy

Readings and Activities for Engagement, Reflection, and Inquiry
Herausgeber: Spack, Ruth; Zamel, Vivian

• Broschiertes Buch

Produktbeschreibung

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.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 474
• Erscheinungstermin: 1. Juli 2002
• Englisch
• Abmessung: 229mm x 152mm x 25mm
• Gewicht: 681g
• ISBN-13: 9780805839395
• ISBN-10: 0805839399
• Artikelnr.: 22303239

Autorenporträt

Vivian Zamel, Ruth Spack

Inhaltsangabe

Contents: Preface. Introduction. Part I: Questioning the Nature of Methods. M.A. Clarke
S. Silberstein
Problems
Prescriptions
and Paradoxes in Second Language Teaching. A. Holliday
Teachers' and Students' Lessons. C.M. Roller
Classroom Interaction Patterns: Reflections of a Stratified Society. A. Pennycook
The Concept of Method
Interested Knowledge
and the Politics of Language Teaching. Part II: Seeing the Classroom. J.F. Fanselow
Let's See: Contrasting Conversations About Teaching. K.M. Losey
Gender and Ethnicity as Factors in the Development of Verbal Skills in Bilingual Mexican American Women. L. Harklau
ESL Versus Mainstream Classes: Contrasting L2 Learning Environments. G. Hull
M. Rose
K.L. Fraser
M. Castellano
Remediation as Social Construct: Perspectives From an Analysis of Classroom Discourse. C. Genishi
Observing the Second Language Learner: An Example of Teachers' Learning. Part III: Theories Into Practice: Promoting Language Acquisition. S. Krashen
Theory Versus Practice in Language Training. K. Krahnke
M.A. Christison
Recent Language Research and Some Language Teaching Principles. M.A. Clarke
On the Nature of Technique: What Do We Owe the Gurus? E.R. Auerbach
What Is a Participatory Approach to Curriculum Development? Part IV: Theories Into Practice: Keeping Language Meaningful. J.W. Lindfors
The Classroom: A Good Environment for Language Learning. S. Hudelson
Teaching English Through Content-Area Activities. V. Zamel
From the Margins to the Center. K. Boudin
Participatory Literacy Education Behind Bars: AIDS Opens the Door. Part V: Questioning Assumptions About Language and Identity. H.G. Widdowson
The Ownership of English. Y-S.D. Chiang
M. Schmida
Language Identity and Language Ownership: Linguistic Conflicts of First-Year University Writing Students. S. Vandrick
ESL and the Colonial Legacy: A Teacher Faces Her 'Missionary Kid' Past. S.J. Ortiz
The Language We Know. A. Tan
Mother Tongue.