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This engaging text clearly presents essential concepts that teachers need to guide their students toward clearly intelligible pronunciation and more effective communication skills. Based on a sound theoretical background, the book presents practical, imaginative ways to teach and practice pronunciation that go beyond simple "Repeat after me." Recognizing that there is no one-size-fits-all answer for pronunciation teaching, this book offers insights for adapting teaching techniques to a range of students and teaching situations: children or adults, beginners or advanced students, and learners worldwide, whether in English-speaking countries or areas where students seldom hear English outside of class.

School leaders have the unique opportunity and responsibility to play a crucial role in creating a culture of high expectations and an environment of support so that ELLs can succeed and continue to enrich the fabric of our country. "What School Leaders Need to Know About English Learners" offers school leaders the foundation, the ideas, and the strategies to not only improve outcomes for English language learners, but to create rich multicultural and multilingual school environments which benefit all students. This book equips school leaders with effective, research-based strategies and best practices to help both ESOL and content-area teachers succeed in their roles. Includes Professional Development Guide and rich array of "Grab and Go" online resources.

Pedagogy--not technology--drives effective online instruction. The authors of "Pedagogy and Practice for Online English Language Teacher Education" discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. This book discusses and shows examples of: (1) Teaching presence in online learning; (2) Ways to incorporate reflective teaching in online classrooms; (3) Universal design for learning (UDL) and application of its principles; (4) Connectivism as the foundation of online professional networks; (5) Active learning and just-in-time teaching (JiTT) in a hybrid and flipped seminar; (6) Hard and soft scaffolding in a writing project that demonstrates how instructors can provide immediate support to students; (7) "Third spaces" afforded by the online medium to provide a safe environment and a shared reality for students; and (8) A "future" that is being realized by trans-classroom teachers as both face-to-face and online instructors. Learn how the online medium offers opportunities to explore new and exciting possibilities in teaching and learning! Includes a glossary and online resources.

This volume in the Common Core State Standards (CCSS) for English Language Learners series was designed to deepen teacher's knowledge and provides instructional approaches and practices for supporting grades 6-12 ELLs as they meet the ambitious expectations of the CCSS for Literacy in History/Social Studies, Science, and Technical Subjects. This book, like the others in this best-selling series provides specific pedagogical practices, strategies, and ideas for teachers to reflect on the kind of instruction that is possible for making the demands of language use explicit. Contents include: (1) Introduction (Luciana C. de Oliveira); (2) Examining Cause and Effect in Historical Texts: An Integration of Language and Content (Luciana C. de Oliveira); (3) Building Historical Thinking Competencies Through Image Analysis (Sarah Drake Brown); (4) The Past Is Only Slightly Less Murky Than the Future: Corroborating Multiple Sources From Art and History (Rhoda Coleman and Jeff Zwiers); (5) Engaging in Phenomena From Project-Based Learning in a Place-Based Context in Science (Okhee Lee and Emily Miller); (6) Writing to Achieve the Common Core State Standards in Science for ELLs (Kristen Campbell Wilcox and Fang Yu); (7) Guided Visualization: Promoting ELL Science Literacies Through Images (Alandeom W. Oliveira and Molly H. Weinburgh); (8) Reader-Culture-Text Mergence: Seven Pedagogical Principles (Ann M. Johns); (9) Writing Arguments in World Languages: Scaffolding Content and Language Learning Simultaneously (Pamela Spycher and Thierry Spycher); and (10) Conclusion (Luciana C. de Oliveira).

Why do questions about idioms often leave us "tongue-tied" in our classrooms? This book takes a look at learning and teaching idioms from two perspectives. First is a survey of recent work on learning and teaching idioms from diverse perspectives in the linguistics and educational research literature. The survey includes definitions of idioms from theoretical and pedagogical literature, focusing in particular on cognitive, cross-linguistic, and social-constructionist research. Second is a summary and critique of idiom textbooks and classroom practices from around the world. The book contains the sections: Dedication, Acknowledgments, About the Authors, and chapter 1: Introduction: Who Is Afraid of Teaching Idioms? Next is Part 1: Theoretical and Pedagogical Research into Learning and Teaching Idioms and its respective chapters: (1) What Is an Idiom?; (2) How Are Idioms Acquired? On the Brain and Idiom Acquisition; (3) How Are Idioms Taught? Methods and Materials; and (4) How Are Idioms Taught? Classroom Strategies and Activities. Then follows Part 2: Teaching Idioms to English Language Learners around the World and its respective chapters: (1) Teacher Perspectives on Teaching English Idioms; (2) Student Perspectives on Teaching English Idioms; (3) Example Lessons for Teaching Idioms From Around the World; (4) Overview and Critiques of Resources for Teaching and Learning Idioms; and (5) Conclusion: Keep the Ball Rolling "Strategies, Resources, and Tips for Developing Your Own Idiom Resources and Curriculum." The book concludes with References, an Index and the following appendices: (1) Glossary of Key Terms; (2) Idioms with Definitions and Example Sentences; (3) Teacher Survey; (4) Student Survey; and (5) Images of Key Parts of the Brain.

Why assess? And what will I do with the results? This book examines classroom assessment (not standardized assessment) through the lenses of three ESL teachers from across the United States. The teachers face a number of challenges particular to their individual situations, and other challenges common to all U.S. public school teachers. Most important, this book views teachers as the people best able to make their students successful. The decisions they make about assessments in the areas of literacy, oral language, and content-specific language development result in actionable information. Short reflections, jargon sidebars, and chapter activities make this an enjoyable, user-friendly resource for teachers in any classroom.

Murphy provides a comprehensive overview of teaching pronunciation with a focus on thought groups and prominence. Understanding thought groups, or how speakers use clusters of words to best fit the communicative situation, is essential for clearer understanding of most components of English pronunciation that are teachable in ESL/EFL classrooms. This easy-to-follow guide allows teachers to provide students with opportunities to focus their energies in a direction that will really make a difference in the quality of their speech and the degree to which listeners will understand them. The Guide opens with a Preface, then contains five chapters: (1) Concepts to Support Teaching and Learning; (2) What Teachers Need to Do; (3) What Students Need to Do; (4) Syllables and Individual Words; and (5) Vowels, Consonants, and Body Language. References are also included.

DelliCarpini and Alonso's book "Content-Based Instruction" explores different approaches to teaching content-based instruction (CBI) in the English language classroom. They provide a comprehensive overview of how to teach CBI in an easy-to-follow guide that language teachers will find very practical for their own contexts. Topics covered include academic language development challenges and approaches, interdisciplinary teacher collaboration, and a two-way approach to CBI where content teachers and English language teachers work together and collaboratively develop complementary content-driven and language-driven CBI objectives. "Content-Based Instruction" is a valuable addition to the literature for the English language teachers' profession. Following a preface, the contents include: (1) Introduction; (2) Keeping Up With the Times; (3) Developing Academic Language; (4) Interdisciplinary Teacher Collaboration; (5) A Two-Way Approach; and (6) Conclusion. References are also included.

English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important moment in the history of English language teaching. Readers will find an accessible introduction to the past, present, and future of EIL and an essential discussion about EIL pedagogy along with practical applications in methods and materials, culture and identity, and curriculum development. Reflective Break questions serve as guidelines for teachers' particular contexts, needs, and learners. The book contains a Preface and the following chapters: (1) Introduction; (2) The Global Spread of English and the Need for EIL Pedagogy; (3) Methods and Materials in EIL Pedagogy; (4) Culture and Identity in EIL Pedagogy; (5) Assessment in EIL Pedagogy; (6) Curriculum Development in EIL Pedagogy; and (7) Conclusion. References are also included.

An administrator, broadly conceived, is a person who has authority to lead and manage people, practices, materials, and policies in an educational unit. Dan Tannacito shows teachers the pathway to becoming English language program administrators (ELPAs) and the myriad benefits they can derive. Most may be surprised to see that they are already on this path because making a difference and changing lives is at the heart of what they do. Administrators go beyond the walls of the classroom to effect the changes that improve policy, practice, and pedagogy. Becoming an ELPA enables a teacher to promote cultural understanding, effect educational change, and grow personally and professionally. This book opens with a Preface, and five chapters as follows: (1) What, Me? An Administrator?; (2) Managing People in English Language Programs; (3) Curriculum and Technology: Balancing Continuity and Change; (4) Administering Evaluation: IEP Placement of Language Students; and (5) Conclusion. References are also included.

It should come as no surprise that digital video technology is of particular interest to English language learners; students are drawn to its visual appeal and vibrant creative potential. The seven original case studies in this book demonstrate how video can be an effective and powerful tool to create fluid, fun, interactive, and collaborative learning environments. The engaging ways that teachers and researchers in several countries have incorporated video to enhance instruction for ESL and EFL learners include motion pictures integrating students' personal experiences with an appreciation of music and the arts; going beyond printed texts to include navigating, designing, linking, programming, and sharing dynamic, multimodal texts; authoring digital poems and stories; filmmaking based on carefully written scripts and creative interpretation of characters from literature; using critical thinking to create digital commercials; and using cell phone video recording to enhance speaking abilities. This book is a useful resource for any ESL/EFL learning environment and for individual teachers looking for creative ways to extend students' attention spans, teach them challenging language skills, elicit creativity, and support learning with social scaffolding. Following a preface by Jim Cummins, chapters include: (1) TESOL and Digital Video Media Integration in the Classroom: Introduction (Jia Li); (2) Revisiting Communicative Competence in the Multimedia ELT Classroom (Heather Lotherington and Natalia Sinitskaya Ronda); (3) Child Second Language Learners and Videomaking in Three Sites: Opportunities for Developing Multilingual, Multimodal Literacies (Kelleen Toohey and Diane Dagenais); (4) Mediating Identities: Digital Identity projects in an ESL Classroom (Allyson Eamer and Janette Hughes); (5) English Learning Through Arts, Music, and Digital Media: A Photostory Project (Aiden Yeh); (6) A Project-Based Approach to Vocabulary Acquisition: Filmmaking with ESL Students (Jia Li and Brenda McComb); (7) Challenging EFL Learners Through TV Advertising and Student-Produced Multimedia Projects (Joyce Cunningham); (8) Female Arab Students' Production of Cell Phone Videos to Enhance English Skills (Nicolas Gromik); and (9) Video as an Instructional Tool for ESL Learners in the United States: A Review of Previous Research (Nicholas Edwards, Jingjing Jiang, Peizhao Li, and Jia Li). A list of references and an index are included.

To meet the needs of students, teachers of oral English have three main tasks: find out all they can about how speaking works, look for ways to introduce their classes to the language of conversation, and provide students with opportunities to practice speaking English. This book covers these three tasks in an easy-to-follow guide that language teachers will find very practical for their own contexts. Topics covered are language forms in conversation, conversations in real-world contexts, how to teach and assess speaking effectively, and the challenges of teaching speaking communicatively. "Teaching Speaking" is a valuable addition to the literature in this profession. The book provides a Preface and the following chapters: (1) Introduction, (2) Language Forms in Conversational Contexts, (3) Conversations in Real-World Contexts, (4) Ways of Teaching Speaking, (5) Assessing Progress in Speaking, and (6) Challenges of Teaching Speaking Communicatively. Also included are References and an Appendix: Sample Lesson Plan.

In this revised edition in the popular New Ways Series, teachers have once again been given an opportunity to show how they do assessment in their classrooms on an everyday basis. Often feeling helpless when confronted with large-scale standardized testing practices, teachers here offer classroom testing created with the direct aim of helping students learn with as little interference as possible from a so-called testing expert. Consequently, this collection of teachers' contributions looks more like assessment activities than like tests because they are thoroughly integrated into the language teaching and learning processes. Each activity provides scoring and feedback that enlightens both students and teachers about the effectiveness of the language learning and teaching involved. More than 100 activities offer alternative ways of doing assessment organized around methods, feedback perspectives, task-based assessment, classroom chores, written skills, and oral skills. Following an Introduction, the book is arranged in six parts. Part I: Alternative Methods of Assessment presents: A: Portfolios: (1) Planning Portfolios (Lorraine Valdez Pierce); (2) ESL Language Portfolios: How Do They Work? (Kate Wolf-Quintero); (3) Self-Assessment: Preparing an English Portfolio (Martha J. McNamara and Debra Deane); (4) Portfolio Assessment of Newscast Listening (Brian Asbjornson); and (5) Using Portfolios in the EFL Reading Class (Javier Garcia); B: Journals, Logs, and Conferences: (1) Using Journals for Self-Evaluation at Midterm (Joan Blankmann); (2) Don't Talk About It, Write It Down (Javier García); (3) Self-Assessment: Keeping a Language Learning Log (Martha J. McNamara and Debra Deane); (4) Passport: A Log (Jonice Tovar); and (5) Eat, Drink, and Be Merry: Lunchtime Student Assessment (David R. Neill); C: Online Assessments: (1) Exploiting Online Recordings to Test Academic Listening Ability (Jeff Popko); (2) Using Glogs and Comic Strips to Assess Academic Content (Susan L. Schwartz); and (3) Speed in Processing Words: Antonyms or Synonyms? (F. Han); D: Dynamic and Continuous Assessments: (1) Interventionist Dynamic Assessment: Feedback on a Timed Reading (Mami Orikasa); (2) Interactionist Dynamic Assessment: Feedback on Essay-Writing Assignment (Mami Orikasa); (3) Continuous Reflection on Business Simulations (Clarice S. C. Chan); and (4) Continuous Audio Journaling for Self-Assessment (Mira Malupa-Kim); E: Individual Differences: (1) An A-maze-ing Assessment (Larry Davis); (2) Matching Scents (Benjamin Bailey); (3) "Choose One" Activity Menus Using Multiple Intelligences (Hillary Gardner); (4) Assessing and Placing the Preliterate ESL Learner (D. Magrath); and (5) Do You See What I See? Using Works of Art in Oral Assessment (Christine Goldstein). Part II: Alternative Feedback Perspectives: A: Self-Assessment: (1) Assess It Yourself (Doug Tomlinson); (2) Learner Access to Assessment (Magali de Moaes Menti); (3) Self-Evaluated Video (Tim Murphey); (and 4) Building Rubrics Democratically (Larry Davis); B: Peer Assessment: (1) So, How Did You Like My Presentation? (Jeff Johnson); (2) Teachers and Students Assessing Oral Presentations (Kristy King); (3) Active Book Report (Janice Lee); (4) Benchmarking: Situational Autonomous Reviews (Nathan Ducker); (5) Assess the Assessors (Selda Mansour and Wisam Mansour); and (6) Test Your Talk (Clark A. Richardson); C: Self-Assessment Combined With Peer Assessment: (1) Oral Presentations: How Did I Do? (Joan Blankmann); (2) Gradually Growing Presentation Assessment (Patrick B. Gallo and George M. Jacobs); (3) Self/Peer/Teacher Assessment of Group Performance (Genevieve Lau); (4) Walk--Talk Oral Tests (Tim Murphey); (5) Interviews and Presentations for Clarifying Authentic Public-Speaking Needs (John M. Norris); and (6) Activating Self-Assessment (Lorraine Valdez Pierce). Part III: Alternative Ways of Doing Work-Based Assessment: A: Group Work: (1) Author, Author! Guided Reader Response (Kim Hughes Wilhem and Marilyn Rivers); (2) Group Oral Tests (Rex Berridge and Jenny Muzamhindo); (3) Putting It Together: A Jigsaw Task (Michael Carroll); (4) Let Me Explain (Robin Russ); (5) Reciprocal Teaching: Reading Strategies at Work (Lorraine Valdez Pierce); and (6) Assessing Topic Maintenance and Turn Taking (Kristin Jatkowski); B: Pair Work: (1) Face to Face (Juergen J. Bulach); (2) Three-Sentence-Speech Speaking Test (TSSST) (Yuji Nakamura); (3) The Audio Mirror: Reflecting on Students' Speaking Ability (John M. Norris); (4) Using the Science and Art of Colors to Teach ESL (Sharon F. Okano); and (5) Organizing Ideas With Pictures (Ilse A. Rodriguez); C: Group and Pair Work: (1) Observation, Feedback, and Individual Goal Setting (Brian Paltridge); (2) Consolidate Yourself (Chris Samsell); and (3) Whose Shoes Do You Use? (Mark D. Stafford). Part IV: Alternative Ways of Accomplishing Classroom Chores: A: Preparing Students for Tests: (1) Test-Wiseness Minitest (Alastair Allan); (2) "Now You're the Professor!" Anticipating Essay Exam Questions (Debra Deane); (3) It's OK to Argue (Kim Hughes Wilhelm); and (4) Round Robin: Reading Test Prep (Ashlea Allen Green); B: Creating Assessment Procedures: (1) U Test U (Dafne Gonzalez); (2) Let Them Make Quizzes: Student-Created Reading Quizzes (Greta J. Gorsuch); (3) Developing a Student-Centered Scoring Rubric (Michael A. Power); and (4) Continuous Assessment Framework (David Progosh); C: Making Grading Easier: (1) Raise Your Hand and Be Counted (Juergen J. Bulach); (2) Course of Events (Paul Lyddon); and (3) Getting the Point(s): An Adaptable Evaluation System (Ron Grove); D: Evaluating Curricula: (1) Thermometer (Claudia A. Becker); (2) Multiple-Assessment Action Logging (Tim Murphey); (3) Wow! Marvelous Task (Tim Murphey); and (4) Writing a Course Review (Nathan Ducker). Part V: Alternative Ways of Assessing Written Skills: A: Reading: (1) Taking the Speed Out of Reading Tests (Rex Berridge and Jenny Muzamhindo); (2) Keeping Track With Free Readin' (Nicholas O. Jungheim); (3) The Reading Beat: Investigative Questioning and Reading Comprehension (John M. Norris); (4) A Window on the Reading Process (Patrick A. Rosenkjar); and (5) Sort It Out (Zully G. Tondolo); B: Reading and Vocabulary: (1) Have You Seen My Brother? (Beatriz de Aguerrevere); (2) Extra! Extra! Read All About It! (Herman Bartelen); (3) On the Spot! (Carol MacLennan); and (4) Definition-Resource Cloze (Edith Malagarriga); C: Vocabulary: (1) Going to the Supermarket (Maria Irene Albers de Urriola); (2) Party or Test: Who Cares? Let's Eat! (Jim Bame); (3) The Price Is Right (Dennis R. Bricault); (4) Color-Coordinated Quiz (Dennis R. Bricault); (5) Vocabulary Information-Gap Electronic Discussion (Rebecca Fisher); and (6) A Vocabulary Quiz Given by Students to Themselves (Jeffrey A. Uhr); D: Writing and Grammar: (1) Check It Out: A Library Research Checklist (Sylvia Mulling); (2) Tense Excitement Throwing a Die (Trevor Balance); (3) Who Is He? (Mika Kirimura); (4) Assessing Writing From Sources (Zuzana Tomaš); and (5) Using Reformulation to Assess Paragraph Rhetorical Structure (Zuzana Tomaš and Holly Andrews). Part VI: Alternative Ways of Assessing Oral Skills: A: Listening and Note-Taking: (1) We Are Here to Communicate! (Shanti L. Arnold); (2) Watch Your Listening (Charles Browne); (3) The Couch-Potato Diagnostic Listening Assessment (Steve Golden); (4) LSS: Listen and Skim/Scan (Kim Hughes Wilhelm); and (5) Welcome to English 101(Lia M. Plakans and Cynthia L. Myers); B: Speaking: (1) Presentation Check (David Progosh); (2) Guess What My Favorite Animal Is (Rieko Shimazaki); (3) Skit Assessment (Sayoko Okada Yamashita); (4) Karaoke-Dokey (Judy Yoneoka); (4) Assessing Pragmatics Using Recorded Voice Messages (Mira Malupa-Kim); and (5) Measuring Reading Fluency (Jeff Popko); C: Pronunciation and Connected Speech: (1) Assessing Production and Reception of Minimal Pairs (Neil McPhee); (2) Sentence-Stress Telegrams (Larry Davis); (3) Repeat if Correct (Larry Davis); and (4) Reduced-Forms Dictations (James Dean Brown and Ann Hilferty).

Thomas Farrell's "Reflective Teaching" outlines four principles that take teachers from just doing reflection to making it a way of being. Using the four principles, Reflective Practice Is Evidence Based, Reflective Practice Involves Dialogue, Reflective Practice Links Beliefs and Practices, and Reflective Practice Is a Way of Life, Farrell provides a comprehensive overview of the concept of reflective practice and why it is important for language teachers. The book contains the following chapters: (1) Introduction; (2) Reflective Practice; (3) Principle 1: Reflective Practice Is Evidence Based; (4) Principle 2: Reflective Practice Involves Dialogue; (5) Principle 3: Reflective Practice Links Beliefs and Practices; (6) Principle 4: Reflective Practice Is a Way of Life; and (7) Conclusion. Also included are References.

Ekaterina Nemtchinova's book "Teaching Listening" explores different approaches to teaching listening in second language classrooms. Presenting up-to-date research and theoretical issues associated with second language listening, Nemtchinova explains how these new findings inform everyday teaching and offers practical suggestions for classroom instruction. The book thus provides a comprehensive overview of the listening process and how to teach listening in an easy-to-follow guide that language teachers will find very practical for their own contexts. Topics include the nature of listening, listening skills and strategies, how to teach listening, using texts and tasks, and teaching listening with technology. The book includes a Preface and six chapters: (1) Introduction; (2) What Do Teachers Know About Listening?; (3) How Can Teachers Teach Listening?; (4) Using Texts and Designing Tasks; (5) Teaching Listening With Technology; and (6) Conclusion. References and Suggested Readings are included.

"Teaching Reading" uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating reading in themselves and provide language teachers with very practical uses for their own contexts. "Teaching Reading" is a valuable addition to the literature in their profession. The book is divided into four parts with respective chapters as follows: Part I: Foundation: (1) What Is Reading?, (2) Beliefs About ESOL Reading, (3) How Do People Learn to Read?, (4) What Are Reading Strategies?; Part II: Fluency: (5) Reading Fluency, (6) Why Is Reading Fluency Important?; Part III: Teaching Fluency: (7) Extensive Reading, (8) Fluency Strategies, (9) Fluency Activities; Part IV: Comprehension: (10) What Is Comprehension?, (11) Comprehension Questions, (12) Comprehension Strategies, (13) Planning the Reading Lesson, (14) Conclusion. Also included are References and Suggested Readings and Resources.

This fascinating presentation of current research undoes numerous myths about how we most effectively learn new words in a second language. In clear, reader-friendly text, the author details the successful approach of IBI vocabulary instruction, which emphasizes the presentation of target vocabulary as input early on and the incremental (gradual) build-up of different aspects of vocabulary knowledge over time. Instructors can take advantage of numerous practical classroom activities to support the IBI approach. This book serves researchers, instructors, course coordinators, program directors, and developers of instructional materials. The contents of the book include: (1) Getting Started with Five Key Questions; (2) Ten Principles of Effective Vocabulary Instruction; (3) Checklist for Designing and Implementing Vocabulary Lessons; (4) Lessons for Your Classroom, Part 1: Using Multiple Sources of Input; (5) Lessons for Your Classroom, Part II: Reading as a Primary Source of Input; (6) Designing Activities to Supplement Your Existing Materials; and (7) The Future of Vocabulary Research and Instruction. References and an Index are also included.

Connected speech is based on a set of rules used to modify pronunciations so that words connect and flow more smoothly in natural speech (hafta versus have to). Native speakers of English tend to feel that connected speech is friendlier, more natural, more sympathetic, and more personal. Is there any reason why learners of English would prefer to be viewed as unfriendly, unnatural, unsympathetic, and impersonal? The great news is that such rules can (and should) be explained and taught. This book makes available fun and interesting lessons, presented in a systematic way that is directly useful in the ESL/EFL classroom.

This second edition of "New Ways in Teaching Reading" bursts with new activities while retaining many of the features that made the first edition a best seller. The activities chosen for this edition are inspired by state-of-the art trends in teaching reading to English learners. Teachers now find numerous creative, classroom-ready activities in new and expanded categories like the Internet, Fluency, Young Readers, and Extensive Reading. The many activities and exercises come from teachers who have used them in their teaching of reading in ESL and EFL classrooms around the world. It is the best possible type of resource-one that is contributed by ESL and EFL reading teachers for ESL and EFL reading teachers.

At its core, a curriculum is what happens among learners and teachers in the classroom. TESOL's Language Curriculum Development Series describes how teachers, curriculum developers, and administrators have developed, adapted, or renewed a language curriculum. In doing so, they have responded creatively and realistically to learners' needs. The contributors to this volume used creative approaches to breathe life into outdated or underdeveloped curricula for school-age English learners. Through collaborative work with students, other teachers, administrators, and researchers, the contributors enhanced English learning through language arts, math, technology, and other subject areas. Sometimes their work required stepping back from cultural norms to innovate the way that their students learn English. Each chapter in this volume provides inspiration as well as practical ideas to educators who want to view their curricula in a different light. Following the Series Editor's Preface, are thirteen chapters: (1) Introduction-Revitalizing a Curriculum for School-Age Learners: A Multidirectional, Regenerative Dynamic (David Hayes and Judy Sharkey); (2) Revitalizing Curriculum: A United Arab Emirates Perspective (Matthew Clarke and Kay Gallagher); (3) High Hopes for Self-Access Learning at Two Secondary Schools in Thailand (Richard Watson Todd, Sonthida Keyuravong, and Kullakan Suthidara); (4) Weaving Meaning Into ESOL Curriculum Using Thematic Matrices (Janet L. Pierce); (5) Revitalizing Language Learning Through Cross-Curricular Integration (Carla Johnson and Suzanne Webster); (6) A Mosaic of Change: An ESL Program's Journey to Meet the Challenges of Educating NNES Students (Barbara Fagan and Deanna Benavides); (7) From a Spectrum of Language Learners to a Rainbow of Harmony: The International Baccalaureate Primary Years Programme (Diane S. Pressman and Eileen N. Whelan Ariza); (8) Learning From Families for Curricular Change (Margaret Hawkins, Caroline Johnson, Kelly Jones, and Lynn Legler); (9) Living Things Are Interdependent: An Ecological Perspective on Curriculum Revitalization (Judy Sharkey and Lynn Cade); (10) Curriculum Revitalization in a Japanese High School: Teacher--Teacher and Teacher--University Collaboration (Kazuyoshi Sato and Keiko Takahashi); (11) Despacito por las Piedras--Slowly Among the Stones: Implementing Innovative Classroom Projects in Chile (Penny Kinnear, Jane Hill, Monique Pigeon-Abolins, Maria Andrea Arancibia, Karen Candia Hormazabal, and Nayaret Toro Soto); (12) Reviving, Revising, or Revolutionising? Supplementing Coursebook Teaching with Internet-Based Instruction (Jaroslaw Krajka); and (13) Learning English in China for Today: Revitalizing a Curriculum through Task-Based Learning (Ronggan Zhang). Also included are References, a section about the editors and contributors, and an Index.

Over the last 30 years, inquiry-based teaching has become a highly valued component of professional development and practitioner research in Australia and New Zealand. This volume of the Language Teacher Research Series focuses on teaching and learning experiences in those two countries, which encompass a large geographical area with diverse policies and practices. The authors examine their various learning environments and share reflections and insights that can promote effective teaching practices, cross-cultural understanding, and improved learning outcomes in English language classrooms in other parts of the world. Following are some of the topics covered in Language Teacher Research in Australia and New Zealand: 1) Tailoring teaching materials to stimulate authentic learning and communication. 2) Designing research procedures to fit individual inquiry purposes and needs. 3) Focusing on oral communication skills and reading for meaning as ways to advance student learning. 4) Understanding student factors that can hinder progress in English language learning, and 5) Bridging differences between students from varied educational cultures. The thirteen chapters highlight clearly the specific goals, questions, research, and findings that are important to the authors' local context and are presented after an Acknowledgments and Series Editor's Preface section: (1) Language Teacher Research in Australia and New Zealand (Anne Burns and Jill Burton); (2) Talking to the Locals: Community Research and Hong Kong Students in an English Language Immersion Program (Australia) (Jill Brown and Vernon Crew); (3) Cultural and Academic Contexts: What Difference Do They Make to EAP Students? (New Zealand) (Averil Coxhead, Judy Hunter, Jane Pierard, and David Cooke); (4) Teaching Conversation and Negotiation Skills Using Teacher-Made, Semiscripted Conversation Models (New Zealand) (Heather Denny); (5) Learners, Lessons, and Vocabulary: Factors Affecting Recall and Retention (Australia) (Toni Dobinson and Paul Mercieca); (6) Strategies for Success in International Examinations (New Zealand) (Carol Griffiths); (7) Multilingualism Down Under: The Use and Disuse of Non-English Heritage Languages Among Mixed-Bilingual-Parentage University Students (Australia) (Iman Makeba Laversuch); (8) Exploring Student Responses in an Immigrant Language Program (Australia) (Pamela McPherson); (9) Exploring Critical Appraisal Through Teacher Research With ESL Postgraduate Engineers (Australia) (Gavin Melles); (10) Reconciling the Roles: Reflections of an Academic Practitioner in TESOL (Australia) (Jennifer Miller); (11) Open My Eyes, Reveal My Blindness: Cultural Awakening in Teacher Education (Australia) (Eleanor Peeler); (12) Teaching Literacy to Deaf Adults: Maxims for Mapping Uncharted Territory (New Zealand) (Kevin Roach); and (13) A Second Language Learner's Attempts at Text Comprehension in Biology (Australia) (Tanya Taylor-Cox). The book concludes with References and an Index.

This volume in the Language Teacher Research Series (Thomas S. C. Farrell, series editor) presents research conducted by language teachers at all levels, from high school English teachers to English language teacher educators, reflecting on their practices. The countries represented in this book are Brazil, Canada, Colombia, Costa Rica, Ecuador, Jamaica, and the United States. The teacher researchers who share their experiences in this volume show how language teachers can become empowered to examine their practices and reflect on ways to refine their approaches. As these professional educators strive to improve teaching and learning, their efforts take a variety of forms. The authors of "Language Teacher Research in the Americas" teach in many different contexts, whether they are in higher education, K-12 schools, or teacher education settings. In relation to their specific contexts, they analyze their teaching practices, reflect on their students' learning environments, and turn the lessons learned into practical instructional strategies that can foster growth-in teachers as well as students. Each author describes specific classroom experiences in the Americas and extracts a more broadly applicable analysis of how to improve student learning. Edited by Hedy M. McGarrell, "Language Teacher Research in the Americas" includes the following topics: (1) Recognizing sources of confusion and tapping students' strengths to promote vocabulary acquisition; (2) Exploring activities that prepare English learners for communication outside the classroom; (3) Gathering information from students, giving them choices, and adapting practices based on what is actually happening in the classroom; (4) Empowering students, through awareness and reflection, to use strategies to enhance their own learning; and (5) Promoting teacher reflection and collaborative problem solving. The studies presented in this volume show that when educators take an inquiry approach to language teaching, they can craft professional development that is personally meaningful and has lasting results for English language learners and teachers everywhere. Following an editor's preface, the contents of this book are as follows: Chapter 1: Language Teacher Research in the Americas (Hedy M. McGarrell); Chapter 2: Understanding Practices: Bridging the Gap Between What Teachers Do and What Students Know (Colombia) (Angela Bailey, Lourdes Rey, and Nayibe Rosado); Chapter 3: Revisiting Peer Review (Canada) (Sandra Burger and Catherine Danforth); Chapter 4: Film in the ESL Classroom: Hearing the Student's Voice (Canada) (Andy Curtis); Chapter 5: ESL Students as Ethnographers: Examining Academic Interactions (United States) (Maria Dantas-Whitney); Chapter 6: Studying Classroom Practices and Learner Perceptions to Improve Test Quality (Canada) (Wendy Fraser and Janna Fox); Chapter 7: Listening to Text and ESL Students: Facilitating Low-Frequency Vocabulary Acquisition Incidentally (United States) (Jami Gurkin); Chapter 8: Promoting Innovative Practices Through Reflective Collaboration (Brazil) (Andrea Jesus, Heliana Mello, and Deise Dutra); Chapter 9: Mi and Myself: Dual Identity in Jamaican Contact Language Speakers (Jamaica) (Mary Hills Kuck); Chapter 10: Local Cultures, Language Politics, and Service Learning in the TEFL Certificate Course (Ecuador) (Kathleen McInerney); Chapter 11: Finding and Leveraging Vocabulary Strengths While Addressing Needs (United States) (Elizabeth Park; Chapter 12: Are Nonnative Speakers Really Able to Converse? (United States) (Eliana Santana-Williamson); and Chapter 13: Learning How to Learn: Metacognitive Strategy Training With Beginning EFL Students (Costa Rica) (Sharon L. Springer). References and an index are also provided.

Deliberately introducing change into an established English language program, in which faculty, students, and administrators are comfortable with courses and procedures, is unsettling and often costly. Why, then, would overworked program directors, coordinators, and faculty decide to overhaul their curricula, testing procedures, and academic schedules? This volume showcases 10 programs that have struggled to find innovative solutions for such issues as increased competition for declining numbers of students, changing student populations and demands, and institutional requirements to prepare future undergraduate or graduate students. Following an editor's preface, this book contains the following chapters: Chapter 1: English Language Programs and Change: Be Prepared (Alison Rice); Chapter 2: A Collaborative Curriculum Change: Teaming With Challenges (Vivette Beuster and Jennifer Graupensperger); Chapter 3: Revitalizing and Strengthening an ESL Program: Meeting the Needs of Students and the Host Institution (Phil Bonfanti and Molly Watkins); Chapter 4: Revitalizing a Curriculum: The Long and Winding Road (Wendy Royal, M. Joyce White, and Heather McIntosh); Chapter 5: Reading, Writing, and Web-Page Design: Content-Based Courses Within a Skills-Based Curriculum (Lee Ann Rawley and Ann Roemer); Chapter 6: Making the Syllabus Relevant: Closing the Gap Between Policy and Practice (Rebecca Belchamber); Chapter 7: Finding the Institutional Logic for Change (Allison N. Petro); Chapter 8: Innovation as a Curriculum Renewal Process in a Turkish University (Yasemin Kirkgöz); Chapter 9: Satisfying Customers: A Business Approach to Curriculum Development (Roann Altman); Chapter 10: Partnering With Students in Curriculum Change: Students Researching Students' Needs (Diane Potts and Punahm Park); and Chapter 11: Self-Portrait: Capturing Curriculum in Black and White (Elizabeth Byleen). References, a section about the editors and contributors, and an index are also provided.

An openness to new ways of teaching and learning is vital for growth among English language teachers, teacher educators, teachers in training, and students. This volume in the Language Teacher Research Series (Thomas S. C. Farrell, series editor) shares the studies and reflections of teacher researchers working in Middle Eastern countries with students from a variety of cultural backgrounds. These teachers explore aspects of their own practice in university settings, secondary school classrooms, and professional language training institutes. Despite the varied settings, the authors all have a common desire to improve their practice by looking critically at their teaching approaches and their students' attitudes toward learning. These studies unearth assumptions made in different teaching contexts, and shine a light on factors of perception and motivation. Some of the topics covered in these chapters are: (1) How students' perceptions of teachers' language expertise can affect the learning environment; (2) How interaction among students using technology, small groups, or peer feedback can promote new insights; (3) What roles personal anxiety and culturally imposed norms play in classroom dynamics; and (4) Ways to facilitate metacognition, responsibility, and motivation among students so that they learn how to learn more effectively. Each chapter examines a specific teaching and learning environment and analyzes avenues for improvement in that particular context. However, the overall goal of this volume and the series is to share teacher researchers' findings so that colleagues can extract their own interpretations and plan action steps for improving student learning in other contexts throughout the Middle East and the world. The following chapters are included: (1) Language Teacher Research in the Middle East (Christine Coombe and Lisa Barlow); (2) How Does Language Anxiety Affect Performance in the English Language Classroom? (United Arab Emirates) (Margaret Agbalizu); (3) L2 Learners and Student Evaluations of Teaching: Issues of Language Comprehension (United Arab Emirates) (Ahmad Al-Issa and Hana Sulieman); (4) Spelling Errors of Arab Learners: Evidence for Intergraphemic Mapping (Saudi Arabia) (Maher Bahloul); (5) What Makes a Good Teacher? Investigating the Native-Nonnative Speaker Issue in the Arabian Gulf (Kuwait and United Arab Emirates) (Christine Coombe and Mashael Al-Hamly); (6) Multicultural, Coeducational Group Work Experiences: Creative Collaboration or Problematic Partnership? (United Arab Emirates) (Cindy Gunn); (7) To Mediate or Not to Mediate: Surviving in an Exam-Based EFL Context (United Arab Emirates) (Naziha Ali Jafri); (8) The Effectiveness of Learning Contracts With Arab Learners of English (United Arab Emirates) (Paul MacLeod); (9) Six Hats for Discussion and Writing (United Arab Emirates) (David Palfreyman and Fran Turner); (10) Teacher and Student Perceptions of Best Practices in Teaching (Tunisia) (Ali H. Raddaoui); (11) The Effect of Group and Individual Peer Feedback on Student Writing in an EFL Gulf Context (Saudi Arabia) (Ali Shehadeh); (12) Negotiating With Multiple Repeaters (United Arab Emirates) (Salah Troudi); and (13) Moodling in the Middle East (United Arab Emirates). References and an index are included.

Curriculum innovations succeed or fail according to the extent to which teachers, and to some extent students, feel that they are meaningfully involved in the process of change. For change to be effective, it cannot be simply imposed from above; rather it depends absolutely on the people who implement it. The innovations described in this book have all resulted in improvements in the quality of language education and in opportunities for the students. The chapters in this volume cross a variety of educational contexts in countries around the world, including Brazil, the United Arab Emirates, Japan, and the United States. Some programs were built where no program existed before, whereas others arose because developers looked critically at existing programs and decided to rebuild from the base up. Yet there is a unifying theme that runs through all chapters: The importance of one of more people with a strong vision of what the program might be, as well as effective communication among the various stakeholders, cannot be overemphasized. The book includes ten chapters: (1) Creating a New Program: Leadership and Communication (Michael Carroll); (2) From Back Door to Center Stage: The Evolution of an ESL Program (Anne Bollati); (3) Engulfed in the Gulf: Procedures and Complications in Starting an Intensive English Program in the United Arab Emirates (John Shannon); (4) The Development and Features of a Multidimensional Curriculum With Integrated Assessment (Jean Turner and Jon Phillips); (5) Please Don't Shake the Mouse: A CALL Curriculum for Adults With Zero and Low Levels of Computer Literacy (Audrey Kucia); (6) Pulling a Curriculum Together: Addressing Content and Skills Across English and Japanese (Tamara Swenson and Steve Cornwell); (7) Building Out and Building Within: The Development of a Communicative English Program (Juanita Heigham); (8) Curriculum Design: Furniture for a College EFL Program (Gregory Strong); (9) Focusing on Teaching From the Get-Go: An Experience From Brazil (Denise M. de Abreu-e-Lima, Luciana C. de Oliveira, and Eliane H. Augusto-Navarro); and (10) Building Teacher Preparation Programs for TESL/TEFL (Klaus Gomlich, Sarah Rilling, and Karl Uhrig). Also included are references, a section about the editors and contributors, and an index.

The Language Teacher Research Series aims to connect research and practice by highlighting the insights that teachers themselves describe after examining their own practices. This first volume of the five-volume series presents research conducted by language teachers at all levels, from high school English teachers to English language teacher educators, reflecting on their practices. Each author describes specific classroom experiences in an Asian context and extracts a more broadly applicable analysis of how to improve student learning. The countries represented cover both North and South Asia. Many classroom teachers often feel a "disconnect" between research and practice. This volume successfully bridges the gap by demonstrating how the lessons gleaned from reflective research can be transformed into practical instructional strategies. The chapters include the following topics: (1) Fostering learner autonomy by discouraging teacher dependence; (2) Seeking content that encourages students to engage in second language (L2) discussions; (3) Balancing the focus on test-taking skills and content learning; (4) Helping students monitor and managed their listening strategies; (5) Teaching writing strategies more explicitly; and (6) Comparing students' and teacher's perceptions of the learning that occurs. The format is such that language teachers with varied experiences and qualifications can make comparisons across chapters about issues, background literature, procedures, results, and reflections. The contributors hope that other language teachers will compare and contrast these studies with their own classroom challenges and accomplishments. Chapter details help readers compare and evaluate the examples of teacher research and even replicate some research, if so desired. Chapters include: (1) Language Teacher Research in Asia (Thomas S. C. Farrell); (2) Teaching Character Depiction in Narrative Writing (Singapore) (Antonia Chandrasegaran and Siok-Chin Yeo); (3) Expert and Nonexpert Teachers: Do They Use Different Processes While Learning to Teach? (Thailand) (Sumalee Chinokul); (4) Learner Autonomy in an Asian Context: Independent Learning and Independent Work at the University Level (Viet Nam) (Duong Thi Hoang Oanh); (5) The TESOL Methods Course: What Did They Really Learn? (Singapore) (Thomas S. C. Farrell); (6) Understanding Chinese Students' Teacher Dependence (China) (Gao Xuesong); (7) Challenging Tradition: Creating a Self-Access Language Learning Center in an East Asian Academic High School (Japan) (Chris Hale); (8) Improving Second Language Listening: Awareness and Involvement, (Singapore) (Xuelin Liu and Christine C. M. Goh); (9) From Chalkboard to Lectern to Chalkboard: The Journey of an Applied Linguistics Lecturer (Viet Nam) (Stephen H. Moore); (10) "I Want to Study TOEFL!" Finding the Balance Between Test Focus and Language Learning in Curriculum Revision (Japan) (Patrick Rosenkjar); (11) Bridging the Classroom Perception Gap: Comparing Learners' and Teachers' Understandings of What Is Learned (Japan) (Timothy Stewart); (12) Does Project-Based Learning Work in Asia? (China) (Wang Ge); and (13) How Does Course Content Affect Students' Willingness to Communicate in the L2? (China) (Jennifer Weathers). A list of references and an index are included.

This volume emphasizes that TESOL professionals can accomplish a great deal as members of inquisitive, cooperative communities. The contributors tell stories of their struggles and achievements, describing teacher learning communities and exploring how teachers might cultivate more collaborative communities in their lives. [Additional Volumes from the series are available in ERIC. See "PDLE: Extending Provisional Contributions. Volume 2" at ED549556 and "PDLE: Communities of Supportive Professionals. Volume 3" at ED549557.]