English Language Learners: Faculty Resources

Teacher collaboration and co-tecahing are proven strategies for helping students with diverse needs achieve academically. Now this practical resource provides a step-by-step guide to making collaboration and co-teaching work for general education teachers and ESL specialists to better serve the needs of English language learners. The authors address the fundamental questions of collaboration and co-teaching, examine how a collaborative program helps ELLs learn content while meeting English language development goals, and offers information on school leaders' roles in facilitating collaboration schoolwide. Featuring six in-depth case studies, this guide helps educators: understand the benefits and challenges of collaborative service delivery; choose from a range of strategies and confirgurations, from informal planning and collaboration to a fully developed co-teaching partnership; use templates, planning guides, and other practical tools to put collaboration into practice; and evaluate the strategies' success using the guidelines, self-assessments, and questionnaires included. Collaboration and Co-Teaching helps ESL, ELL, and general education teachers combine their expertise to provide better support for their ELLS.

English as a Second Language (ESL) education has gained an increasingly important role in career development in science, business, and industry on the global stage. Language teaching practice often assumes that most of the difficulties that learners face in the study of English are a consequence of the degree to which their native language differs from English. One great challenge for adult ESL learners is to reduce or eliminate "foreign accent" in their English pronunciation. This book presents current research in the study of ESL, including brain plasticity and phonetic training in ESL; using authentic newspaper texts in teaching intermediate vocabulary in ESL learners; EFL/ESL teaching in China; and improving reading skills for ESL learners using SoundSpel.

Collectively, the chapters in this volume make a significant contribution to the emerging paradigm of English as an International Language (EIL) by exploring various aspects of the English language and its pedagogy in the context of the globalization of this language. The volume shows great deal of promise in terms of expanding the paradigm and also establishing new grounds for thinking, research, and practice.

Implicit/ explicit knowledge constitutes a key distinction in the study of second language acquisition. This book reports a project that investigated ways of measuring implicit/explicit L2 knowledge, the relationship between the two types of knowledge and language proficiency, and the effect that different types of form-focused instruction had on their acquisition.

This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners.

Know what to say at the right time in any situation.

An all-in-one resource to help you sharpen your English verb and grammar skills.

The articles in this volume are intended to bridge what Sridhar and Sridhar (1986) have called the paradigm gap between traditional SLA research on the one hand and research into institutionalised second-language varieties in former colonial territories on the other. Since both learner Englishes and second-language varieties are typically non-native forms of English that emerge in language contact situations, it is high time that they are described and compared on an empirical basis in order to draw conceptual and theoretical conclusions with regard to their form, function and acquisition. The present collection of articles places special emphasis on empirical evidence obtained from large-scale analyses of computerised corpora of learner Englishes (such as the International Corpus of Learner English) and of second-language varieties of English (such as the International Corpus of English). It addresses questions such as Are the phenomena we find in ESL and EFL varieties features or errors? or How common and wide-spread are features across contact varieties of English?

In learning languages, a distinction is usually made between mother tongues, second languages, and foreign languages. A mother tongue is the first language or languages one learns (or acquires) as a child. This book presents findings on language learning including the methodologies commonly used by behaviour analysts to teach verbal behaviour; the use of multimodal tools for pronunciation training in second language learning in preadolescents; and teaching health professionals about language barriers to improve health care disparities and outcomes.

One-on-one encounters with writers often contribute more to the development of student writing abilities than any classroom activity because they are personalized and responsive to individual needs. For the encounters to be successful, the writing tutor, teacher, or consultant must be prepared, must be knowledgeable of what it means to write and the factors that make writing more and less effective, and must also know the students.   This guide focuses on what those who conference with second language writers need to know to respond best to students, recognize their needs, and steer conversations in productive directions. One on One with Second Language Writers provides tips about activities that can be adapted to individual contexts, student writing samples that can be analyzed for practice, a glossary, a list of useful resources, and a checklist for conferencing sessions. The book is appropriate for use in university and secondary school writing or learning centers, teacher training programs for both general composition and ESOL instructors, and as an individual reference tool. The book uses non-technical language where possible, but terminology is introduced where it might be useful when conferencing with students.

This book is for students who have learned English as a second (or third, or forth) language and are studying at an institution where English is the medium of instruction. Each of the bookâ#128;#153;s 10 chapters focuses on a reproduced academic article on an aspect of English for academic purposes. Therefore, students can learn about language skills from the articles themselves, as well as develop those skills in the activities and tasks which follow. A companion website features a collection of articles from a variety of different sources related to the topics in each of the bookâ#128;#153;s 10 articles.

The volume aims to provide insights into the process of knowledge construction in EFL/ESL writing-from classrooms to research sites, from the dilemmas and risks NNEST student writers experience in the pursuit of true agency to the confusions and conflicts academics experience in their own writing practices. Knowledge construction as discussed in this volume is discussed from individualist, collectivist, cross-cultural, methodological, pedagogical, educational, sociocultural and political perspectives. The volume features a diverse array of methodologies and perspectives to sift, problematise, interrogate and challenge current practice and prevailing writing and publishing subcultures; and most importantly, it does so by presenting to readers that writing for publications should genuinely be for knowledge development and should not be restricted to only the considered 'knower of the game'. In this spirit, this volume wishes to break new ground and open up fresh avenues for exploration, reflection, knowledge construction, and evolving voices.