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Other titles in the Michigan Teacher Training series:
Dilemmas in Teaching English to Speakers of Other Languages: 40 Cases (Michigan Teacher Training)by Johnnie Johnson Hafernik
Synopses & Reviews
Reflecting on Teaching the Four Skills: 60 Strategies for Professional Development offers novice teachers strategies for the teaching of reading, writing, listening, and speaking, and for assessing those skills. The final chapter offers strategies for pursuing professional development. The strategies presented in each chapter are not necessarily the most important or the only strategies; they are examples written to help in-service or new teachers discover new techniques for addressing common challenges.
Each strategy--a simple and concise statement for teachers to reflect on, followed by a discussion of the relevant theory or principle(s)—is followed by three sections:
Application: A concise description of one way the strategy can be used and applied by language teachers.
Precaution: One caveat intended to help teachers troubleshoot for, and possibly avoid, common problems before they occur.
Scenario: One scenario of a teacher using the strategy, followed by reflective questions. The scenarios are based on actual experiences of language teachers from around the world.
Each chapter closes with a set of broad-based reflection questions that can be used as the basis of classroom discussion or writing/research or for self-reflection.
What Do International Students Think and Feel? seeks to illuminate the lives of international students at colleges and universities in the United States. The book is designed to increase awareness about the process of adjusting to another culture, particularly in a short period of time.
Based on more than two decades of research into this process by international students in U.S. university language institutes and undergraduate and graduate programs, this book features a rich and diverse assortment of personal narratives by students representing countries all over the world. The research also revealed the strategies that students report they have used to navigate within a new culture; international students share their successes and their failures in this regard. In addition, they also share their experiences once they return to their homeland and re-adjust to life there, including what they have learned about themselves and their own values that relate to culture.
What Do International Students Think and Feel? will make an excellent supplement to several courses with an M.A. TESOL programand#151;methods, introduction to culture/intercultural communication, or the practicum. and#160;
The ESOL classroom presents challenges that go beyond technology, linguistic knowledge, or what is covered in teacher education programs: there are issues that reach far past the curriculum.and#160;
What should a teacher do when presented with a gift from a student? What about being asked to submit a late paper? These are the types of situations that are frequently overlooked in post-secondary and adult ESOL classrooms and the types of emotional, intellectual, and ethical dilemmas that are looked at on a case-by-case basis in Dilemmas in Teaching English to Speakers of Other Languages.
and#160;The 40 cases in this book will stimulate analysis, encourage reflection, and spark discussion for teachers as well as other members of the educational community by offering both suggestions for fostering discussion andand#160;insightful tips for handling dilemmas with professionalism, thought, and social responsibility.
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