Enriching Esol Pedagogy

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.

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.