Second Language Writing (Cambridge Language Education) Review

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Second Language Writing (Cambridge Language Education) ReviewBook arrived promptly and in perfect condition.
This is a boring book, but useful. There are a lot of good ideas, but in general, it's slow reading.Second Language Writing (Cambridge Language Education) OverviewThis text is a highly accessible and authoritative approach to the theory and practice of teaching writing to students of English.This book is an accessible and authoritative approach to the theory and practice of teaching writing to students of English. It sets out the key issues in second language writing instruction to offer both pre-service and in-service teachers a guide to writing instruction grounded in current theory and research. The author takes the stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experience according to the demands and constraints of particular target contexts. This book will be extremely useful to prospective and practicing teachers alike.

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The Practice of English Language Teaching with DVD (4th Edition) (Longman Handbooks for Language Teachers) Review

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The Practice of English Language Teaching with DVD (4th Edition) (Longman Handbooks for Language Teachers) ReviewWANT A PRACTICAL LOOK INTO SOME METHODOLOGIES A TESOL/ESL TEACHER (in training) NEEDS TO BE AWARE OF?
Look no further than Jeremy Harmer's, 'The Practice of English Language Teaching'.
Arrived within two weeks of purchase (Over Christmas period), in terrific condition.
The text itself is very thorougher and Jeremy has a knack for explaining thoughts and concepts relevant to someone considering the teaching (Tesol/Tefl/Esl etc) field. Though I've only begun my TESOL certificate, I feel this text will help enormously, as this completely revised edition has the added bonus of discussion on such subjects as:
teacher development
learner autonomy &
context-sensitive learning & teaching methodologies
There is a wealth of up-to-date material any up-and-coming ESL teacher, or teacher in training, will find valuable as they complete their studies.The Practice of English Language Teaching with DVD (4th Edition) (Longman Handbooks for Language Teachers) OverviewIn this new edition, Jeremy Harmer brings you * a review of global English * Ideas to help you continue your professinal development alone or with others* methodology for teaching all the skill sectors in ELT * DVD with clips from real classrooms, observation tasks and interviews with teachers on their classroom technique

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World Englishes Paperback with Audio CD: Implications for International Communication and English Language Teaching (Cambridge Language Teaching Li) Review

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World Englishes Paperback with Audio CD: Implications for International Communication and English Language Teaching (Cambridge Language Teaching Li) ReviewDo the English in England speak the same English as the Americans, the Jamacians, the South Africans, the Australians, the Irish, and the Indians? Should they? What does it mean if a majority of English speakers are actually English as a second language speakers? Can we actually assert that one version of English is more correct, formal, or proper than other forms?
Linguist Andy Kirkpatrick raises these and many other provocative questions in his exceptionally documented book "World Englishes: Implications for International Communication and English Language Teaching" published by Cambridge. The enclosed audio CD might be the best, brief introduction to the subject as you hear a wide diversity of voices and accents tell stories and read poems in .... English? Or is it Englishes? As a native of the United States, I had little problem with the women from Charlotte, North Carolina describe her childhood picking cotton or Downeast Maine woman who switches accents and vocabulary depending on her audience. Yet I struggled - and struggled is the right word - to comprehend Africans, Caribbeans Islanders, and Irish on this CD. If the goal is international communication, than many folks on the CD fail to communicate with English as an International language standard.
Yet Kirkpatrick argues that English is spoken in particular contexts to specific audiences. What is proper, Kirkpatrick, argues depends more on circumstances and purposes than absolute standards. As a result, he is far less comfortable than most ESL or English language teachers in asserting the "correctness" of pronunciation, vocabulary, spelling, and even grammatical functions.
This provocative book makes a powerful case for a politically correct, and increasingly influential, perspective. English language teachers, immigration activists, linguistics, and standardized test creators will find the 257-page book fascinating. This critically acclaimed book also deserves to be read by language policy experts.
Was I persuaded that World Englishes is a healthier concept than International English? No, not really. But I'm very glad that I had the chance to read this scholarly work.
World Englishes Paperback with Audio CD: Implications for International Communication and English Language Teaching (Cambridge Language Teaching Li) OverviewThe model of English that should be used in classrooms has long been a subject of debate. World Englishes, Implications for International Communication and English Language Teaching, (with an accompanying audio CD) describes selected varieties of World Englishes, and discusses the advantages and disadvantages of selecting a particular variety from the point of view of both teachers and learners. It aims to examine and re-evaluate concepts such as 'standard', 'variety', 'native speaker' and 'non-native speaker', and to validate the role played by multilingual and multicultural English language teachers, arguing that context and learner needs should determine the variety to be taught.World Englishes was shortlisted for the 2008 British Council Innovations Awards.

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About Language: Tasks for Teachers of English (Cambridge Teacher Training and Development) Review

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About Language: Tasks for Teachers of English (Cambridge Teacher Training and Development) ReviewA good solid book for teacher development. It was on the reading list for the Delta.
The product was in almost perfect condition, as advertised, and delivered on time, with no glitches.
About Language: Tasks for Teachers of English (Cambridge Teacher Training and Development) OverviewTeachers of English need not only to have a good productive command of the language; they also need to know a good deal about the way the language works.This book asks: 'What is it that a teacher needs to know about English in order to teach it effectively?'It leads teachers to awareness of the language through a wide range of tasks which involve them in analysing English to discover its underlying system. The book consists of 28 units, each containing around ten tasks, plus a diagnostic introductory unit. Units start at phoneme level and progress through words, phrases and sentences on to complete texts. Task-types include recognition, categorisation, matching, explanation, and application tasks. Throughout the book, the language is illustrated wherever possible from authentic sources, so that the teacher can be sure that the English being studied represents current usage.

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Teaching Adult Second Language Learners (Cambridge Handbooks for Language Teachers) Review

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Teaching Adult Second Language Learners (Cambridge Handbooks for Language Teachers) ReviewThis is a helpful guide to help a teacher plan lessons for language classes. Each lesson is easily adaptable to all ages and levels. The lessons are organized according to topic and actually go in order as if you are actually beginning a class, commencing with get-to-know-you exercises. There are a lot of fun activities included that coincide with each lesson's topic. There is a lot of information provided if you need a lot of help as well as considerable room for you to tailor a lesson to your class.Teaching Adult Second Language Learners (Cambridge Handbooks for Language Teachers) Overview

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What English Language Teachers Need to Know Volume I: Understanding Learning (ESL & Applied Linguistics Professional Series) Review

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What English Language Teachers Need to Know Volume I: Understanding Learning (ESL & Applied Linguistics Professional Series) ReviewThis book is quite useful for a teacher new to the ESL/EFL field who might feel underprepared pedagogically. It is also a good review for a new teacher to see if he/she has adequate foundational knowledge. The book mainly has strengths with very few weaknesses.
I have not seen Vol. II yet, but I think it would be worth it because it deals with the application of the concepts in Vol. I. Together they would cover a lot of breadth on the subject with a reasonable amount of depth.What English Language Teachers Need to Know Volume I: Understanding Learning (ESL & Applied Linguistics Professional Series) OverviewDesigned for pre-service teachers and teachers new to the field of ELT,Volume Iand its companion textbook, Volume II,are organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? All English language teachers need to understand the nature of language and language learning, and with that understanding they need to be able to facilitate student learning.Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom:the characteristics of the context in which they workhow English works and how it is learned their role in the larger professional sphere of English language education Volume II, on facilitating learning, covers the three main facets of teaching: planninginstructingassessing.The focus throughout is on outcomes, that is, student learning. The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).

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Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom Review

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Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom ReviewIf you are a teacher, you know there are a lot of crappy teacher "resources" out there. This book is NOT one of them. I bought it as a requirement for a class and devoured it in a couple of days.
As other reviewers have stated, it's great because it talks about the theories behind learning a second language through content in the classroom, but it doesn't go so in-depth as to bore you to death. Gibbons also has a great balance between talking about the theories behind her work and giving teachers concrete examples and activities to try out on our own. If you follow the SIOP method (or are trying to) this book supports much of the content of the SIOP book, but in more accessible language and organization.
This book covers teaching speaking, writing, reading, and listening to ESL students, in homogeneous groups as well as in an integrated classrooms of native and non-native speakers. It also made me aware of aspects of my teaching that can either facilitate language learning or create a roadblock for ESL students.
Overall, great book!Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom Overview
How does a mainstream elementary classroom teacher with little or no specialized ESL training meet the challenge of teaching linguistically diverse students? Pauline Gibbons suggests how: integrate the teaching of English with the content areas of the regular curriculum. What's more, she shows how in this practical resource book.

Gibbons begins with a strong theoretical underpinning for her practice, drawing on a functional model of language, sociocultural theories of learning, and current research on second-language development. After supporting her view that the regular curriculum offers the best language-learning environment for young ESL students, Gibbons demonstrates the ways in which content areas provide a context for the teaching of English, from speaking and listening to reading and writing. These in turn are treated not as discrete skills, but as ones that can also be integrated in the learning of diverse subjects. Gibbons illustrates this with a wide range of teaching and learning activities across the curriculum, supplemented with programming and assessment formats and checklists.

Language learning is not a simple linear process, but involves the ongoing development of skills for a range of purposes. Gibbons sees this development as largely the result of the social contexts and interactions in which learning occurs. By focusing on the ways in which teachers can "scaffold" language and learning in the content areas, she takes a holistic approach-one that appreciates the struggle of students learning a new language, while simultaneously developing subject knowledge in it, and the challenge for teachers to address these needs.

Given today's culturally and linguistically diverse classrooms, ESL students can no longer be thought of as a group apart from the mainstream-they are. the mainstream. This book describes the ways to ensure that ESL learners become full members of the school community with the language and content skills they need for success.


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Lessons from Nothing: Activities for Language Teaching with Limited Time and Resources (Cambridge Handbooks for Language Teachers) Review

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Lessons from Nothing: Activities for Language Teaching with Limited Time and Resources (Cambridge Handbooks for Language Teachers) ReviewThis is a small compact book that has tons of activities that
you can use with absolutely no resources. In many LDN nations
there will be no resources at all. At times, not even a chalk
board. This book can however, be used anywhere, because it
focuses on Communicative methodology and student-centered activities which allows for better development of L2 acquisition. No matter where you are teaching in the world, if your teaching TEFL/TESOL it should be on your shelf.Lessons from Nothing: Activities for Language Teaching with Limited Time and Resources (Cambridge Handbooks for Language Teachers) OverviewLessons from Nothing is an invaluable resource for busy teachers everywhere who are looking for easy-to-use activities that do not require extensive facilities or preparation. It is a practical source of around 70 language teaching activities that encourage interaction and co-operation in the classroom. Special features: * activities for immediate use * activities for all ages and levels * clear presentation * no photocopying required.

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