Download or read book Advocacy for Social and Linguistic Justice in TESOL written by Christine E. Poteau and published by Routledge. This book was released on 2022 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recognizing the need for increased social justice in the fields of TESOL and English language teaching (ELT) globally, this volume presents a range of international case studies and empirical research to demonstrate how English language instruction can promote social and linguistic justice through advocacy-oriented pedagogies and curricula. Advocacy for Social and Linguistic Justice in TESOL adopts a critical, and evidence-based approach to identifying effective practice in ensuring inclusive and equitable learning and teaching. Chapters address emergent issues including heritage language and L1 attrition, teacher and learner identity, and linguistic colonialism, as well as wider issues such as global citizenship and human rights. Focus is placed on empowering both educators and learners as advocates of social justice and consideration is also given to how social responsibility can be supported through enhanced teacher preparation and professional development. Making a timely contribution at the intersection of advocacy, social justice, and English language teaching, this book will be key reading for postgraduate researchers, scholars, and academics in the fields of TESOL and ELT, as well as language education, applied linguistics, and the sociology of education more broadly. English language teachers and practitioners will also find this volume of interest.

Download or read book The Plurilingual TESOL Teacher written by Elizabeth Ellis and published by Walter de Gruyter GmbH & Co KG. This book was released on 2016-10-24 with total page 327 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces a new topic to applied linguistics: the significance of the TESOL teacher’s background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has English proficiency, then her or his other languages are irrelevant. The book questions this view. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism. The book proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more. The book examines the history of language-in-education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It shows that teachers’ language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs, identity, language awareness and language learning awareness. Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have some language learning experience, but it was low-level, short-lived and unsuccessful. How does the experience of successful or unsuccessful language learning and language use affect one’s identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial? These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom.

Download or read book e TESOL written by Chin-lung Wei (韋金龍) and published by Kaun Tang International Publications Ltd.. This book was released on 2007-04-01 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is about the applications of networked multimedia to teaching English as a second/foreign language (TESL/TEFL) or teaching English to speakers of other languages (TESOL). “e-TESOL” is generated and adopted as the title of the book because “e” is nowadays frequently prefixed to many words or terms to represent the integration of information technology (IT) to specific expressions or concepts, such as e-generation, e-commerce, e-trade, e-store, e-mail, e-card, e-portfolio, e-learning, e-schooling, etc. All the e’s at the beginning of the new terms refer to “electronic”—using technology, specifically the Web or telecommunications, to deliver or process specified activities. Therefore, the term of e-TESOL for this book mainly indicates teaching English as a second or foreign language through electronic technologies, especially the Internet, the Web, or the Net. Since we are in a period of rapid change—socially, politically, economically, technologically, interpersonally, environmentally, and culturally, the significance of these changes has led many educationalists to call for an “educational reformation/revolution/restructuring”. It demands a new mindset, new methods of operation, and perhaps even a new definition of education for the challenges. None of these are possible without flexibility, creativity, and imagination, and the willingness to embrace transformation. As the earth is becoming a global village, the promotion of TESOL surely cannot be excluded from this trend. As a matter of fact, many strategies or policies have been recommended and adopted by ESL/EFL teachers to catch up with the changes. With the fast development of information technology, Internet-based TESOL has been a good alternative for ESL/EFL teachers and students. Today, the popularity of the Internet and the needs of ESL/EFL learners have made the integration of the World Wide Web into TESOL not only a possibility but also a necessity. Let us consider Taiwan as an example. The Ministry of Education (MOE) has been promoting the integration of information technology to different subjects, including English, as one of the top priorities for schools. Numerous teacher-training programs are conducted to carry out this policy. Many ESL/EFL teachers are sensing the push and the pressure. However, they always humbly considered themselves “computer idiots” or e-tards (slang for someone who is ignorant of the workings of email and the Internet) because they always excuse themselves with non-technology specialists. Making excuses or not, some of them are really e-phobic and do not know how to effectively and efficiently integrate computers or the Internet into their instruction. Therefore, it is necessary to empower ESL/EFL teachers with the knowledge and skills of the Internet technology for successful implementation. The primary purpose of this book is to provide, in a plain and simple style, suggestions and resources for those computer novices. This book intends to help and guide ESL/EFL teachers or students who want to facilitate teaching and learning through the Internet. Nevertheless, for better understanding, some basic knowledge about TESOL theories and practices are strongly recommended. To carry out the objectives mentioned above, practicality, feasibility, accessibility, versatility, and comprehension are the principles and guidelines for the composition of this book. The potential applications of the Internet are comprehensively covered and logically organized in different ESL/EFL skills or categories, that is, applications for oral or written communication, skills integration, and language assessment. The potential modes and tools are introduced and discussed as completely and comprehensively as possible. Most, if not all, of the models introduced in the book are workable and can readily be adopted or adapted. They are easily understood. They are available for immediate use. They are cost-effective and can be adopted with low expenditure. Those high cost applications mentioned in the book are mainly introduced as references. Most important of all, a sophisticated understanding of computers or network hardware is not required for using this book. The main body of this book is divided into ten chapters. In the first chapter, rationales for the applications of networked multimedia to TESOL are presented and explored. Nine reasons are pinpointed and discussed in this chapter. In Chapter Two, hardware and software required for successful application are introduced. Ten hardware and fifteen software requirements are listed and presented. Graphics are attached to some categories for better understanding. Chapter Three focuses on the applicable modes for ESL/EFL oral communication (listening and speaking) instruction. Nine practical and feasible tools are introduced to teachers and students. In Chapter Four, the applications of the Net to ESL/EFL written communication (reading and writing) instruction are described and explored. Five modes for ESL/EFL reading instruction and eight tools for written instruction are recommended. Chapter Five shifts the focus to the applications of the Internet to four-skills-integration (listening, speaking, reading, & writing). The implementation of content-based instruction, theme-based instruction, inquiry-based instruction, project-based learning, and collaborative/cooperative learning is separately explored and discussed. ESL/EFL assessment via the Internet is included and introduced in the sixth chapter. Computer-based testing (both adaptive and non-adaptive), online grading, online test-item generator, and electronic portfolio are dealt with in this chapter. In Chapter Seven, guidelines for screen design are presented. This chapter is intended to help those ESL/EFL teachers who want to integrate computer-based, instructional media to assist or enhance their presentations and to motivate their students. In the eighth chapter, applications of web-based TESOL are discussed. Ideas and guidelines about applying personal homepage to TESOL are recommended in this chapter. In Chapter Nine, challenges, actions, and resources for e-TESOL are presented. The Web resources introduced in this chapter are grouped under the categories of miscellany, conversation, listening, reading, writing, etc. It is hoped that ESL/EFL teachers and students can determine and identify what they need immediately and easily. The last chapter, Chapter Ten, deals with computer protection and Internet security. Several free antivirus programs, anti-Spyware software, firewalls, and password managers are introduced and recommended. Signs of Internet risks and safety tips are also pinpointed and suggested for parents and ESL/EFL teachers to promote smoother and more positive e-TESOL. In addition, several topics or questions are posed at the end of each chapter to facilitate better understanding and elicit further discussion and action. These topics or questions are all open-ended and are designed to stimulate readers’curiosity and creativity. An index is attached at the end of the book for users to explore and search for appropriate topics conveniently. Finally, the development of the Internet technology is surprisingly fast and sometimes dramatically unpredictable. Although the author has done his best to include all the potential tools and modes for e-TESOL as comprehensively as possible, there will be possibly some left out. Undoubtedly, there will be readers who would not totally accept the recommendations. The description of the applications is, as it must be, a product of the author’s personal experience and inquiry. Suggestions and correction are sincerely welcome. Readers may visit the e-TESOL blog created by the author at (http://e-tesol.blogspot.com/) to share reflections. It is strongly hoped that this volume will both inform and stimulate its readers and that it will encourage ESL/EFL teachers and students to experiment with the tools—to try them again and again, observe the consequences, make adjustments, and share the experiences. Chin-lung Wei [email protected] Taichung, Taiwan

Download or read book Teacher Education and Professional Development in TESOL written by JoAnn Crandall and published by Routledge. This book was released on 2016-01-29 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts. All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.

Download or read book New Ways in Teaching with Music written by Jean Arnold and published by New Ways. This book was released on 2017 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book has a companion website. Go to www.tesol.org/teachingwithmusic for additional resources."

Download or read book Forum written by and published by . This book was released on with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book TESOL Guide for Critical Praxis in Teaching Inquiry and Advocacy written by Crawford, Jenifer and published by IGI Global. This book was released on 2021-09-17 with total page 547 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of TESOL encompasses English teachers who teach English as an additional language in English-dominant countries and those teachers who teach English as a foreign language in countries where a language other than English is the official language. This range of educators teaches English to children, adolescents, and adults in primary, secondary, post-secondary, popular education, and language academies or tutoring centers. The diversity of learners and contexts within the TESOL field presents a unique opportunity for educators to address varied educational and societal needs. This opportunity calls for TESOL educators who can support the whole learner in a range of contexts for the greater social good. There is an urgent need for readily reproducible and step-by-step research-based practices and current standards in TESOL that bridge the gap between critical scholarship and equitable teaching practices. This book would serve as a critical addition to current literature in TESOL. TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy is an essential reference that provides practical and equitable step-by-step guides for TESOL educators through the current best practices and methods for effective and equity-minded teaching, critical inquiry, and transformative advocacy. This book is of particular value as it bridges theories to practices with a critical look at racial and social justice in English language teaching, which will lead to the integration of social justice-focused practice across the new curriculum. Covering topics such as integrated language instruction, equity and inclusivity, critical consciousness, and online learning, this text is essential for in-service and pre-service TESOL educators, education students, researchers, administrators, teacher educators, and academicians.

Download or read book Social emotional Learning in the English Language Classroom written by Luis Javier Pentón Herrera and published by . This book was released on 2021 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The incorporation of social and emotional learning (SEL) practices has been growing in the United States and around the world for some years. Many public and private educational systems, community organizations, and higher education institutions embrace SEL practices in various forms, such as wellness conversations, mindfulness interventions, trauma-informed practices, restorative circles, yoga, among many other interventions. Recent global events that our children, youth, and adults are experiencing, such as global pandemics, natural disasters, religious persecutions, forced migrations, social and political unrest, and violence, are reminding us of our interconnectedness as global citizens. At the same time, society and employers are now, more than ever, in desperate need of individuals who are emotionally intelligent (Harvard Business Review, 2015). While SEL is becoming increasing critical for learners' success, teachers often feel unprepared to incorporate or address it in their classrooms. This book serves as a practical, concise, and easy-to-follow reference that English language teachers in K-12 and adult education and English language teacher educators can use in their classrooms. It is one of the limited emerging SEL resources available that is tailored to the English language teaching field and contributes to filling the existing gap of SEL in English language education. Teachers will be equipped with the necessary knowledge and skills to practice self-care and be confident in implementing SEL in their learning spaces to support and benefit their learners.

Download or read book Polyglot How I Learn Languages written by Kat— Lomb and published by Lulu.com. This book was released on 2008-01-01 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: KAT LOMB (1909-2003) was one of the great polyglots of the 20th century. A translator and one of the first simultaneous interpreters in the world, Lomb worked in 16 languages for state and business concerns in her native Hungary. She achieved further fame by writing books on languages, interpreting, and polyglots. Polyglot: How I Learn Languages, first published in 1970, is a collection of anecdotes and reflections on language learning. Because Dr. Lomb learned her languages as an adult, after getting a PhD in chemistry, the methods she used will be of particular interest to adult learners who want to master a foreign language.

Download or read book Online Language Teacher Education written by Liz England and published by Routledge. This book was released on 2012 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Filling a growing need and making an important contribution, this book is a forerunner in addressing issues and problems for online distance learning and instructional delivery in TESOL and applied linguistics departments in universities around the world.

Download or read book Materials development for TESOL written by Freda Mishan and published by Edinburgh University Press. This book was released on 2015-06-03 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Materials development has become much more important in the field of TESOL in the last twenty years: modules on materials development are now commonplace on MA TESOL courses around the world. The overall aim of the book is to introduce readers to a wide r

Download or read book Practicing Theory in Second Language Writing written by Tony Silva and published by Parlor Press LLC. This book was released on 2010-01-15 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Theory has been used widely in the field of second language writing. Second language writing specialists—teachers, researchers, and administrators—have yet to have an open and sustained conversation about what theory is, how it works, and, more important, how to practice theory. Practicing Theory in Second Language Writing features fourteen essays by distinguished scholars in second language writing who explore various aspects of theoretical work that goes on in the field.

Download or read book English Teaching Forum written by and published by . This book was released on 2003 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Innovating the TESOL Practicum in Teacher Education written by Chang Pu and published by Taylor & Francis. This book was released on 2022-07-14 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recognizing new opportunities and challenges brought about by technological and social change, as well as the COVID-19 pandemic, this volume explores innovative design, implementation, and pedagogy for practica experiences in teacher education programs in the field of Teaching English to Speakers of Other Languages. By showcasing research and practice undertaken in a range of teacher education courses and programs, the volume offers evidence-based approaches to enhancing pre- and in-service teachers’ learning and cultural awareness. Chapters come together coherently to address issues and explore innovative structures revolving around high-quality TESOL practica. Particular attention is paid to emerging opportunities offered by virtual and simulated learning in online and in-person practica, as well as potential changes to best practice in community-based programs. Using a diverse set of lenses to examine the practical, theoretical, and methodological aspects of TESOL practica, this volume will be of interest to students, scholars and researchers with an interest in TESOL education, as well as in open and distance education.

Download or read book Advocacy for Social and Linguistic Justice in TESOL written by Christine E. Poteau and published by Routledge. This book was released on 2021-12-28 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recognizing the need for increased social justice in the fields of TESOL and English language teaching (ELT) globally, this volume presents a range of international case studies and empirical research to demonstrate how English language instruction can promote social and linguistic justice through advocacy-oriented pedagogies and curricula. Advocacy for Social and Linguistic Justice in TESOL adopts a critical, and evidence-based approach to identifying effective practice in ensuring inclusive and equitable learning and teaching. Chapters address emergent issues including heritage language and L1 attrition, teacher and learner identity, and linguistic colonialism, as well as wider issues such as global citizenship and human rights. Focus is placed on empowering both educators and learners as advocates of social justice and consideration is also given to how social responsibility can be supported through enhanced teacher preparation and professional development. Making a timely contribution at the intersection of advocacy, social justice, and English language teaching, this book will be key reading for postgraduate researchers, scholars, and academics in the fields of TESOL and ELT, as well as language education, applied linguistics, and the sociology of education more broadly. English language teachers and practitioners will also find this volume of interest.

Download or read book New Ways in Teaching with Games written by Ulugbek Nurmukhamedov and published by . This book was released on 2020-02-21 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: For young learners to adults, New Ways in Teaching with Games offers over 90 fresh activities ? each with video instruction ? that involve play and games that will enrich your EFL and ESL classrooms. This innovative volumeIntroduces traditional, online, and commercial games and explainshow they can be used to practice language; Illustrates games that can reinforce language across the four skill areas, and encourage both culturally and pragmaticallyappropriate language productions; and Enriches language classrooms with a variety of innovative, leaner-friendly games that are seamlessly tied to language practice. Using gamification for your ESL classroom turns repetitive exercises into meaningful and fun activities! The activities are broken down by topic including: Traditional Pencil and Paper Games; Dice Games; Board Games; Card Games; Technology-Mediated Games: Online, Apps, and More; Miscellaneous Games. Video instructions included for each activity!

Download or read book Electronic Literacies written by Mark Warschauer and published by Routledge. This book was released on 1998-11-01 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Electronic Literacies is an insightful study of the challenges and contradictions that arise as culturally and linguistically diverse learners engage in new language and literacy practices in online environments. The role of the Internet in changing literacy and education has been a topic of much speculation, but very little concrete research. This book is one of the first attempts to document the role of the Internet and other new digital technologies in the development of language and literacy. Warschauer looks at how the nature of reading and writing is changing, and how those changes are being addressed in the classroom. His focus is on the experiences of culturally and linguistically diverse learners who are at special risk of being marginalized from the information society. Based on a two-year ethnographic study of the uses of the Internet in four language and writing classrooms in the state of Hawai'i--a Hawaiian language class of Native Hawaiian students seeking to revitalize their language and culture; an ESL class of students from Pacific Island and Latin American countries; an ESL class of students from Asian countries; and an English composition class of working-class students from diverse ethnic backgrounds--the book includes data from interviews with students and teachers, classroom observations, and analysis of student texts. This rich ethnographic data is combined with theories from a broad range of disciplines to develop conclusions about the relationship of technology to language, literacy, education, and culture. Central to Warschauer's discussion and conclusions is how contradictions of language, culture, and class affect the impact of Internet-based education. While Hawai'i is a special place, the issues confronted here are similar in many ways to those that exist throughout the United States and many other countries: How to provide culturally and linguistically diverse students traditionally on the educational and technological margins with the literacies they need to fully participate in public, community, and economic life in the 21st century.