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Other titles in the Michigan Teacher Training series:
Understanding the Courses We Teach: Local Perspectives on English Language Teaching (Michigan Teacher Training)
Synopses & Reviews
Understanding the Courses We Teach is a collection of pieces by teachers about actual teaching situations. This volume provides current and prospective ESL teachers with the opportunity to examine experienced teachers' ways of addressing locally situated issues of teaching and learning within ESL and EFL classrooms. By focusing on individual teachers' discussions of instructional plans, decisions, and experiences in specific courses, this collection complements other training and development resources, such as methods-course textbooks.
Individual chapters are rich in descriptive details and resonate with the contributor-teachers' personal investment in teaching. John Murphy and Patricia Byrd have arranged these chapters in four thematic clusters, the first dealing with general purposes instruction, including workplace literacy, community-based ESL, and courses designed for rich recent immigrants; the second with the teaching of English as a foreign language; the third with university credit-bearing courses focused on the teaching of English for academic purposes; and the fourth with noncredit university-affiliated courses offered through intensive English programs.
The contributors represent a variety of educational settings and many different countries and include many of the most well-known researchers in the field.
Teachers' interesting stories about the courses they design and teach
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In the Michigan Classics Edition of Content-Based Second Language Instruction, the authors provide updates on the field of CBI in second language acquisition since 1989.
While the core of the book remains the same, new features discuss important CBI-related research and modifications to the pedagogy in the past many years.
Content-Based Second Language Instruction, Michigan Classics Edition, now includes:
a new preface
a glossary of key terms
an updated bibliography
an epilogue highlighting the major developments in the field since 1989.
Teaching English as a Foreign or Second Language, Second Edition, is designed for those new to ESL/EFL teaching and for self-motivated teachers who seek to maximize their potential and enhance the learning of their students. This guide provides basic information that ESL/EFL teachers should know before they start teaching and many ideas on how to guide students in the skills of listening, speaking, reading, and writing. It stresses the multifaceted nature of teaching the English language to non-native speakers and is based on the real experiences of teachers.
The second edition of Teaching English as a Foreign or Second Language includes a wider range of examples to coincide with a variety of teaching contexts-from K-12 schools, to university intensive language programs and refugee programs. It is also updated with discussions of technology throughout, and it considers ways in which technology can be used in teaching language skills. Sources for further study are included in each chapter and in the appendixes.
Table of Contents
A time for local perspectives / John Murphy — Background and general principles / John Murphy — Precursors to the understanding collection / John Murphy — A framework for discussion / John Murphy and Patricia Byrd — General purposes instruction — English in the workplace at Goodwill Industries / Marjorie Terdal, Janice Ruhl, and Carolyn Armstrong — Families as curriculum partners in an urban elementary inclusion classroom / Jo-Anne Wilson-Keenan, Jerri Willett, and Judith Solsken — Community-based ESL: Exploring "critical citizenship" / Brian Morgan — Building a community of adult ESL learners / Robert A. DeVillar and Binbin Jiang — An Australian adult ESL settlement classroom / Anne Burns and Pam McPherson — English as a foreign language — Videoing conversations for self-evaluation in Japan / Tim Murphey — FocalSpeak: integrating rhythm and stress in speech-pronunciation / William Acton — "Extensive reading" for Japanese English majors / Thomas N. Robb — English for engineers in Hong Kong / Lindsay Miller — EAP Support for matriculated university students / Janet M. Goodwin — A theme-based literature course: focus on the city of Angels / Donna M. Brinton — Canadian language and culture: a course for nine academic credits / David J. Mendelsohn — "Writing for proficiency" in summer school: lessons from a foxhole / Dana R. Ferris — A course in grammar-editing for ESL writers / May Shih — Strategic reading on a sustained content theme / Joy Janzen — Theme-based instruction: fieldwork in a small Connecticut town / Carol Numrich — Academic speaking: learning to take "longer turns" / Janet G. Graham and Susan M. Barone — English through Web page creation / Heidi Shetzer and Mark Warschauer — Looking forward: connectivity through the Internet / John Murphy and Patricia Byrd.
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