John Wiley & Sons Introduction to TESOL Cover A comprehensive introduction to TESOL for new and future teachers of English, offering a full and de.. Product #: 978-1-119-63269-6 Regular price: $39.16 $39.16 Auf Lager

Introduction to TESOL

Becoming a Language Teaching Professional

Reynolds, Kate / Dikilitas, Kenan / Close, Steve


1. Auflage Oktober 2021
432 Seiten, Softcover

ISBN: 978-1-119-63269-6
John Wiley & Sons

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A comprehensive introduction to TESOL for new and future teachers of English, offering a full and detailed view of the process of becoming a language teacher

Introduction to TESOL: Becoming a Language Teaching Professional presents an expansive and well-balanced view of both the interdisciplinary knowledgebase and professional opportunities in the field of language teaching. Written to help aspiring TESOL educators understand how to begin their careers, this comprehensive textbook covers both the foundational linguistic elements of TESOL as well as the practical pedagogical aspects of the discipline.

Written with the needs of the introductory student in mind, this book delves into the essentials of English as a Second Language (ESL) and English as a Foreign Language (EFL) teaching, covering professional organizations, language acquisition theories, instructional practices, professional development, and more. Readers are provided with clear descriptions of recent research and contemporary practices, numerous illustrations and examples highlighting key material, and engaging real-world vignettes from professionals teaching internationally. Offering a coherent overview and contextualized orientation of the field of TESOL, this guide:
* Discusses the differences in TESOL approaches in international settings
* Addresses the current state and potential future of TESOL with a view for new developments in teaching pedagogy and language research
* Explores the history and development of the field, including the political, social, and cultural decisions made about language teaching and learning
* Describes the specializations, niches, and subfields within the discipline of TESOL
* Explains what, how and why TESOL educators need a working understanding of linguistics and second language acquisition theories
* Outlines the scope of the profession and how to engage in professional organizations to grow in expertise

Introduction to TESOL: Becoming a Language Teaching Professional is essential reading for students and educators planning to enter this dynamic and rewarding area of language teaching.

* I. Introduction
* II. Part One: The Field of TESOL

Chapter 1 What is TESOL?

This chapter treats the field as a whole showing the various contexts, populations and proficiency levels for instruction. It highlights the domains that provide insights in how to teach, assess and research English language teaching. This chapter provides basic acronyms needed by instructors in the field to situate their work and learn more about it.

Chapter 2 How is TESOL an academic profession?

This chapter focuses on professional engagement in the field of TESOL that illustrated against a backdrop of the history and development of the field. Information about the politics of language in various contexts is included so that readers understand that many decisions made about language teaching and learning are political, social and cultural and why they are. Some discussion on advocacy for the profession also factored into discussion.

Chapter 3 With whom and where do those prepared in TESOL work?

This chapter explores contexts and the variations of instruction and assessment that occur in response to cultures, population and needs.
* III. Part Two: TESOL Professionals' Knowledge Linguistics and Second Language Acquisition

Chapter 4 What are the five areas of linguistics and how do they help TESOL educators? Why do TESOL educators need a working understanding of linguistics?

This chapter investigates areas of Descriptive Linguistics (i.e., Semantics, Syntax, Phonology, Morphology, and Pragmatics). Some connections to discourse, sociolinguistics and corpus linguistics are highlighted.

Chapter 5 What are the various areas of second language acquisition theory and how they guide instruction? Why do TESOL educators need a working understanding of SLA?

This chapter outlines the most important theories and principles that the guide instructional and assessment choices of TESOL professionals.'

* IV. Part Three: TESOL Professionals' Knowledge of Instruction, Planning and Assessment

Chapter 6 How does theory inform and guide instructional practice?

This chapter investigates connections between second language acquisition theory and instructional practices. Instructional practices employed over time will be illustrated. Contemporary methods are discussed.

Chapter 7 What do educators need to know about teaching the language skills of listening and reading when using integrated language skills?

This chapter details the similarities and differences of these two receptive language skills. Educators' considerations when teaching listening or reading to ELLs are shared. Ideas of methods and activities can be employed to teach and practice these skills for differing proficiency levels are discussed.

Chapter 8 What do educators need to know about teaching the language skills of speaking and writing when using integrated language skills?

This chapter explores the nature of speaking and writing while comparing and contrasting these two productive skills. Some instructional practices that TESOL Professionals commonly utilize to teach these skills and encourage practice are shared.

Chapter 9 What do educators need to know about teaching grammar, vocabulary, pronunciation and spelling?

This chapter investigates the relationships between oral and written language and the four tools: grammar, pronunciation, vocab and spelling. It delves into each of the four tools along with instructional practices that can be used to teach and practice them.

Chapter 10 What themes, topics, and content can I employ?

This chapter compares and contrasts learner-focused approaches to the subject matter taught as content in ELT courses. The approaches to instruction in language and subject-specific courses are discussed (i.e., topical or thematic-based Instruction, content-based instruction (e.g., SIOP, SDAIE, CALLA and CLIL), English for Specific Purposes, and Vocational English as a Second Language).

Chapter 11 How has digital technology changed language teaching and learning?

This chapter explores the impact that technology has had on second language teaching while illustrating how TESOL educators employ technology in face-to-face courses, blended, flipped-classes, and online learning. Digital technologies that enhance second language learning that align with second language acquisition principles are shared.

Chapter 12 What are ways of planning for second language instruction and assessing learning?

The process of curriculum, syllabus, unit and lesson planning is described. Practical skills of planning based on goals and assessments are highlighted in this chapter. Assessments commonly employed in the second language classroom are delineated with additional resources for further investigation.

* V. Part Four: Where do we go from here?

Chapter 13 How does TESOL develop its body of knowledge and share professional knowledge?

This chapter emphasizes how newcomers to the field can participate in professional activities to facilitate the development of their skills and make connections with TESOL colleagues.

Chapter 14 What are the current situations in TESOL and new directions to be taken?

This chapter concludes the text by highlighting areas the field could develop to address new and future concerns and questions.


Appendix A ESL Lesson Plan 5 E's Format


Kate Mastruserio Reynolds is Professor of TESOL and Literacy at Central Washington ­University, USA. She has been in the field of TESOL since 1996 and has authored and edited numerous publications. Most recently, she was Associate Editor for the vocabulary volume of The TESOL Encyclopedia of English Language Teaching.

Kenan Dikilita_ is Professor of University Pedagogy at University of Stavanger, Norway. His research interests include TESOL teacher development, action research, and bilingual education in monolingual contexts. He has co-authored various monographs and edited books, and published journal articles on these topics.

Steve Close teaches English Literature, Composition, and Communications at Big Bend ­Community College, USA. He has taught university students in Ukraine and Uzbekistan. His research interests include vernacular English as a tool in the teaching of writing and multicultural studies.