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Succeeding with English Language Learners
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Succeeding with English Language Learners
A Guide for Beginning Teachers

Edited by:
February 2006 | 176 pages | Corwin
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New teachers often experience "reality shock" as they discover that the ideals they learned in college do not match the daily realities of classroom life-especially when they are called upon to begin their careers by working with English language learners in English as a second language (ESL) or English as a foreign language (EFL) settings.

By combining best practices for teacher induction, mentoring, and support with carefully phased-in coverage of the basics of ESL/EFL lesson planning, classroom management, writing, reading, grammar, speaking, listening, vocabulary, and language assessment, this new book offers beginning teachers the reality guide they need. With 104 Exploratory Breaks throughout to provide topics for reflection and discussion with mentors, supervisors, and support providers, this guide will be of interest to any teacher new to working with ESL and EFL learners.

 
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

"The practicality of this book is profound. The 'Exploratory Breaks' throughout each chapter provide the reader an opportunity to apply his/her learning in a focused fashion. The author does a superb job of drawing the reader into the need for the information and how to apply it in practical settings."

Theresa Rouse
Superintendent/Principal, San Lucas Union School District, San Lucas, California

"The tone of the text is easy going and relaxed, a welcome break from over-flowery 'academic' language for students ready to enter the 'real world' of the classroom. By using the 'exploratory breaks,' new teachers should find it simple to further the given lesson plans and work them into useful plans for their own classrooms."

Elise Geither
Instructor, Baldwin-Wallace College, Berea, Ohio

"Very relevant to the real-life teaching situations that first year teachers often encounter. Citations for teacher resources are included as the reader moves along; I found them excellent for immediate references for teachers who want to read more on the topics. The 'Exploratory Breaks' are also easy to find and are helpful and formatted to be teacher-friendly."

Joanne Ho
English Department Chair, Clark High School, Las Vegas, NV

"Offers much background information and many teaching suggestions for those who are just beginning to understand how to help ELLs. Farrell invites interaction by providing numerous 'exploratory breaks' within the book to help readers further internalize what they have just read by talking or writing about it."

The Reading Teacher, March 2007

"A valuable starting point for new teachers to get acquainted with fundamental facets of English language teaching."

The Asian EFL Journal, June 2008, Vol. 10(2)

Sample Materials & Chapters

Preface

Chapter 1

For instructors

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