Succeeding with English Language Learners
A Guide for Beginning Teachers

Edited by:

Thomas S. C. Farrell - Brock University, Canada

Other Titles in:
Bilingual/ELL Learners | English/Language Arts (Middle/High School) | Teacher Induction

November 2005 | 176 pages | Corwin

"Very relevant to the real-life teaching situations that first-year teachers often encounter."
-Joanne Ho, English Department Chair
Clark High School, Las Vegas, NV

"Easygoing and relaxed, a welcome break from over-flowery 'academic' language for students ready to enter the 'real world' of the classroom."
-Elise Geither, Instructor
Baldwin-Wallace College

"The 'exploratory breaks' throughout each chapter provide readers an opportunity to apply their learning in a focused fashion."
-Theresa Rouse, Superintendent/Principal
San Lucas Union School District, CA

Novice teachers can apply best practices for a successful ELL classroom experience!

This easy-to-navigate resource offers beginning teachers a carefully phased-in guide to teaching strategies they can use with their ESL-ELL learners to enhance reading, writing, speaking, listening, and grammar skills. Each chapter provides clear guidelines and step-by-step coverage of these essentials and more:

Using different models for lesson planning
Monitoring classroom behavior and interactions
Using prepared skill-building activities or developing new ones
Assessing students for placement in ESL or general education classes
Reflecting and exploring the development of their own teaching practice

This sourcebook offers a solid reality-based plan for all new teachers who want to create a successful classroom experience for themselves and their ESL-EFL students!

Available Formats

ISBN: 9781412924382	Hardcover	Suggested Retail Price: $79.95	Bookstore Price: $63.96
ISBN: 9781412924399	Paperback	Suggested Retail Price: $37.95	Bookstore Price: $30.36
ISBN: 9781452280905	Electronic Version	Suggested Retail Price: $35.00	Bookstore Price: $35.00

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Preface

Acknowledgments

About the Author

Ch 1: Teaching in the First Year

Exploratory Break 1.1: Teaching in the First Year

Exploratory Break 1.2: First Year Phases of Development

Exploratory Break 1.3: Stages of Development

Exploratory Break 1.4: Stacy's First Years of Development

Exploratory Break 1.5: Stacy's First Years of Support

Exploratory Break 1.6: Mentors

Exploratory Break 1.7: Teaching Load

Exploratory Break 1.8: Nature of Classes during the First Years

Exploratory Break 1.9: Helping Yourself

Chapter Reflection

Ch 2: Planning English Language Lessons

Exploratory Break 2.1: Why Plan Lessons?

Exploratory Break 2.2: Benefits of Planning Lessons

Exploratory Break 2.3: Lesson Plan Details

Exploratory Break 2.4: Writing Lesson Objectives

Exploratory Break 2.5: Lesson Design

Exploratory Break 2.6: Questions to Consider Before Lessons

Exploratory Break 2.7: Components of a Language Lesson

Exploratory Break 2.8: Questions for Teachers to Consider After the Lesson

Exploratory Break 2.9: Questions for Students to Consider After the Lesson

Chapter Reflection

Ch 3: Classroom Management

Exploratory Break 3.1: Teacher: Manager or Conductor

Exploratory Break 3.2: Organizing the Class

Exploratory Break 3.3: Conducting Group Work

Exploratory Break 3.4: Dealing with the Disengaged ESL Student

Exploratory Break 3.5: Facilitating Classroom Communication

Exploratory Break 3.6: Investigating Patterns of Interaction in Your Classroom

Exploratory Break 3.7: Facilitating Diversity

Exploratory Break 3.8: Facilitating Different Learning Styles

Exploratory Break 3.9: Looking Ahead

Chapter Reflection

Ch 4: Teaching Grammar

Exploratory Break 4.1: Teaching and Grammar

Exploratory Break 4.2: Grammar

Exploratory Break 4.3: Teaching Grammar

Exploratory Break 4.4: Inductive and Deductive Grammar Teaching

Exploratory Break 4.5: Why Is English So Hard?

Exploratory Break 4.6: Grammar Activity Using the CRISP Method

Exploratory Break 4.7: Create your own Grammar Activities Using the CRISP Method

Chapter Reflection

Ch 5: Teaching Writing

Exploratory Break 5.1: Writing

Exploratory Break 5.2: Purpose and Audience

Exploratory Break 5.3: Writing as Product

Exploratory Break 5.4: Writing as Process

Exploratory Break 5.5: Teaching Writing

Exploratory Break 5.6: Assumptions About Writing

Exploratory Break 5.7: Peer Evaluation

Exploratory Break 5.8: Peer Editing

Exploratory Break 5.9: Feedback

Exploratory Break 5.10: The Place of Grammar

Chapter Reflection

Ch 6: Teaching Speaking

Exploratory Break 6.1: Speaking a Second/Foreign Language

Exploratory Break 6.2: Rules of Face-to-Face Interaction

Exploratory Break 6.3: Turn-taking

Exploratory Break 6.4: Teaching Turn-taking

Exploratory Break 6.5: Establishing Topics

Exploratory Break 6.6: Topics

Exploratory Break 6.7: Conversation Breakdowns

Exploratory Break 6.8: Repair

Exploratory Break 6.9: Teaching Dimensions of Speaking

Exploratory Break 6.10: Accuracy versus Fluency

Exploratory Break 6.11: Guidelines for Planning Speaking Lessons

Exploratory Break 6.12: Project Focus

Exploratory Break 6.13: Project Information

Exploratory Break 6.14: Class Project

Chapter Reflection

Ch 7: Teaching Reading

Exploratory Break 7.1: Reading Habits

Exploratory Break 7.2: Reading Definition

Exploratory Break 7.3: Models of Reading

Exploratory Break 7.4: Reading Strategy Profile

Exploratory Break 7.5: Reading Strategies

Exploratory Break 7.6: Prior Knowledge

Exploratory Break 7.7: Word Association

Exploratory Break 7.8: Direct Experience

Exploratory Break 7.9: Cinquain

Exploratory Break 7.10: Prediction

Exploratory Break 7.11: Skimming

Exploratory Break 7.12: Scanning

Exploratory Break 7.13: Teaching New Vocabulary

Exploratory Break 7.14: Text Structures

Chapter Reflection

Ch 8: Teaching Listening

Exploratory Break 8.1: Listening

Exploratory Break 8.2: Bottom-up Processing

Exploratory Break 8.3: Top-Down Processing

Exploratory Break 8.4: Interactional Purposes

Exploratory Break 8.5: Transactional Purposes

Exploratory Break 8.6: Back-channelling Signals

Exploratory Break 8.7: Local, Global, and Transitional Repairs

Exploratory Break 8.8: Comprehension Checks

Exploratory Break 8.9: Soap Activities

Chapter Reflection

Ch 9: Language Assessment

Exploratory Break 9.1: Language Assessment

Exploratory Break 9.2: Reliability and Validity

Exploratory Break 9.3: Alternative Assessment

Exploratory Break 9.4: Criterion and Norm Reference Assessment

Exploratory Break 9.5: Selected-response Assessment

Exploratory Break 9.6: Multiple-choice Tests

Exploratory Break 9.7: True-false Tests

Exploratory Break 9.8: Matching Tests

Exploratory Break 9.9: Short-answer Tests

Exploratory Break 9.10: Essay Tests

Exploratory Break 9.11: Fill-in Tests

Exploratory Break 9.12: Oral Tests

Exploratory Break 9.13: Portfolios

Exploratory Break 9.14: Self/Peer Assessment

Exploratory Break 9.15: Constructing Language Tests

Exploratory Break 9.16: Create Your Own Language Test

Chapter Reflection

Ch 10: Professional Development

Exploratory Break 10.1: Professional Development Needs Assessment

Exploratory Break 10.2: Opportunities for Reflection and Development

Exploratory Break 10.3: Action Research

Exploratory Break 10.4: Critical Incidents

Exploratory Break 10.5: Teaching Journal

Exploratory Break 10.6: Classroom Observations

Exploratory Break 10.7: Teacher Group Discussion

Chapter Reflection

References

Index

Key features

· Designed for the new teacher working with English as a second language (ESL) and English as a foreign language (EFL) learners

· Offers a carefully phased-in approach to ESL/EFL lesson planning, classroom management, writing, reading, grammar, speaking, listening, vocabulary, and language assessment

· Frequent Exploratory Breaks provide topics for reflection and for discussion with mentors, supervisors, and support providers

· Appropriate for pre-service teachers, beginning teachers, and experienced teachers who are new to working with English language learners.

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Preface

Chapter 1

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Succeeding with English Language Learners
A Guide for Beginning Teachers

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