Teaching English to Chinese Learners at US Colleges

Reference

Ke Xu

Linglan Cao

English as a Second Language

TESOL Press

This book is a valuable resource for workplace language training providers as well as corporations and organizations wishing to employ such providers' services. It serves as a guide to promote quality and accountability among providers. This book also offers insights that enable providers and client organizations to develop realistic expectations for their workplace language training programs. The practices outlined in this text are illustrated with useful case studies drawn from successful English Language training

Effective Practices in Workplace Language Training: Guidelines for Providers of Workplace English Language Training Services

Friedenberg, Joan

Kennedy, Deborah

Lomperis, Anne

Martin, William

Westerfield, Kay

Business & Money

What are the components of a quality education ESL program? TESOL's Standards for Adult Education ESL Programs answers this question by defining quality components from a national perspective. Using program indicators in eight distinct areas, the standards can be used to review an existing program or as a guide in setting up a new ESOL program.

Teaching Digital Literacies

Joel Bloch & M.J. Wilkinson

PACE Yourself is for inexperienced or volunteer tutors of ESL. This handbook does not aim to make overnight experts of novices. Rather, the authors provide an easy-to-follow guide for people who want to tutor small groups of nonnative speakers of English but do not know how. Reproducible forms, appendixes of resources, terminology, ESL publishers, and professional organizations of interest to ESL tutors add relevant, useful information. This handbook is designed to meet your needs as a beginning tutor of ESL. It should be a key to many hours of rewarding and successful tutoring.

PACE Yourself: A Handbook for ESL Tutors (English Language Teacher Development)

Dalle, Teresa S.

Young, Laurel J.

Catalogs & Directories

Using TESOL's 1997 landmark publication, ESL Standards for Pre-K-12 as a building block, the new 2006 PreK-12 English Language Proficiency Standards expands the scope and breadth of ESL content standards: Connects language to the specific core curriculum content areas of English language arts, mathematics, science, and social studies. Values students' native languages and cultures as the foundation for developing academic language proficiency. Acknowledges the social and intercultural aspects of language development. Provides an organizational structure that is synchronized with U.S. federal legislation. The volume is subtitled "An Augmentation of the WIDA English Language Proficiency Standards." World-Class Instructional Design and Assessment Consortium (WIDA) is a consortium of nine states, formed in 2002 with federal monies, to develop comprehensive English language proficiency standards. This new volume provides extensive matrices elucidating sample performance indicators, organized by the five standards (targeting language in social/intercultural interactions, language arts, mathematics, science, and social studies) and grade-level cluster (PreK-K, 1-3, 4-5, 6-8, and 9-12). The matrices are formed by the interaction of the five language proficiency levels (starting, emerging, developing, expanding, and bridging) with each language domain (listening, speaking, reading, writing).

PreK-12 English Language Proficiency Standards

TESOL International Association

Today, there are about four nonnative-speaking English teachers for every teacher who is a native speaker. More English teachers work in non-English-speaking settings than in English-speaking settings, and most are natives of the countries in which they teach. This volume focuses on the challenges faced by English teachers for whom English is a second (or even third or fourth) language. Four themes receive special emphasis: communicative language teaching, proficiency, language learning, and practicality. Chapters 1 5 cover issues of classroom survival: basic principles of language learning and teaching and course and lesson planning. Chapters 6 13 discuss the language skills of listening, speaking, reading, writing, vocabulary, and grammar; the role of culture in language teaching; and some of the problems that recur in EFL classrooms. An afterword suggests paths for teachers who want to pursue further study. Appendixes offer a starter kit for course planning, sample course plans, culture-topic activity ideas for oral skills classes, and print and Internet resources for teachers and students.

From Language Learner to Language Teacher: An Introduction to Teaching English as a Foreign Language

Snow, Don

Standards for ESL/EFL Teachers of Adult Learners offers performance indicators, vignettes, and evaluation tools for instructors. These clearly organized components will help instructors identify the qualities and practices to pursue in their teaching. The standards in this book address planning, instructing, and assessing as the basis for effective teaching. These three core standards lead to five additional standards that focus on both the instructor and the instruction: identity and context, language proficiency, learning, content, and commitment and professionalism Collectively, these eight standards represent the foundation of what professional teachers of ESL and EFL to adult learners should know and be able to do. The eight standards are organized in a useful and concrete format. Each is introduced with a brief description followed by theoretical justification, numbered performance indicators, vignettes of real-life settings using the performance indicators, and a forum for further thought and discussion. The standards can be applied to most settings with adult English as a second language or foreign language learners and can benefit educators and administrators in teacher-training programs, in educational programs, and in achieving professional development both personally and institution-wide.

Standards for ESL/EFL Teachers of Adults

ESOL teachers use language games to increase motivation, provide authentic and meaningful language practice, increase student engagement, and infuse the classroom with fun. This volume describes a variety of innovative games used today in language classrooms around the globe, reflecting different contexts and cultures. Chapters in this book demonstrate how both theory and practice inform our teaching approaches. While some of the games focus primarily on the four traditional language skills, reading, writing, listening, and speaking, as well as the supporting areas of vocabulary and grammar, other games clearly have a different emphasis, such as critical thinking and content-based language instruction. Yet other chapters focus on objectives such as getting acquainted, or provide ideas for game templates that teachers can adapt for various purposes and types of content. This book stands apart in that the contributions reflect multiple classroom uses. Themes evident throughout the volume reflect pedagogical goals and practices for language learning such as communicative competence, interaction, authenticity, skills integration, content emphasis, and collaboration.

Language Games: Innovative Activities for Teaching English (Classroom Practice Series)

Andrade, Maureen Snow

Teachers of English language learners in 21st-century classrooms face a daunting task. The nature of language is complex, learners' needs are diverse, academic content challenges students, and the demand for accountability is an educational reality. Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms offers sound advice and practical steps for confronting these challenges. As a companion to TESOL's 2006PreK-12 English Language Proficiency Standards, Paper to Practice illustrates how the TESOL standards can function as a starting point for action in all classrooms serving English language learners. Paper to Practice is organized in two sections. Section I, on how to approach the standards, analyzes the language of school, elaborates on the components of the TESOL English language proficiency standards, and examines how the standards exemplify the academic language required for student achievement. Section II, on how to implement standards-based instruction and assessment, encourages collaboration among educators in their efforts to use the English language proficiency standards in developing meaningful curricula and instructional practices for English language learners. In each chapter, Guiding Questions stimulate discussion, Vignettes contextualize the content in a variety of settings, Tasks spark new ideas, and Reflect and Respond sections encourage application of the key themes. The book's format is ideal for use in personal study as well as pre-service or in-service workshops. Paper to Practice offers a wealth of information and ideas for educators seeking to infuse the TESOL English language proficiency standards into curriculum, instruction, and assessment. By working together to implement a standards-based language curriculum framework, teachers can contribute to a cohesive and equitable educational system for all

Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms

Gottlieb, Margo

Ernst-Slavit, Gisela

Katz, Anne

Adult language learners have specific learning goals that reflect their lives within a global society, and adults negotiate multiple and changing identities throughout their personal, academic, and professional lives. Chapters in Authenticity in the Language Classroom and Beyond: Adult Learners highlight how teachers have the ability to transform language instruction from a mechanical learning experience to a dynamic interaction to assist learners in reaching real-world goals. Rather than focus only on native-speaker norms of language production, English language instruction can provide adult learners with opportunities to create and act on their own texts, engage meaningfully with audiences, and develop interactions that mirror their purpose for learning. The chapters in this volume demonstrate how language teaching practices engage learners in authentic experiences, using and producing texts to meet international and localized communication needs. All the chapters in this volume demonstrate that authenticity is more than just the materials we use. Authenticity also means using language for real purposes. It means engaging students in collaborative learning, involving discussions, negotiations, and decision making. Authenticity is creating real uses for English, not just modeling native-speaker language and culture. With English increasingly being used as a lingua franca to connect second language speakers, authenticity takes on new meanings as we seek to develop learners who can face the challenge of communicating effectively in an increasingly globalized world.

Authenticity in the Language Classroom and Beyond: Adult Learners (Classroom Practice Series)

Rilling, Sarah

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