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Teaching English as a Foreign or Second Language, Second Edition

A Teacher Self-Development and Methodology Guide

Jerry G. Gebhard

Publication Year: 2013

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.

Published by: University of Michigan Press

Cover

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p. 1-1

Title Page, Copyright, Dedication, Acknowledgments

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pp. 2-7

Contents

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pp. vii-viii

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Introduction: A Self-Development and Methodology Guide

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pp. ix-xii

This book is a teacher development and methodology book. It can be used by those of you who are learning to teach English as a foreign language (EFL) and English as a second language (ESL) as a part of your pre-service teacher education program. It can also be used as a teacher development text in in-service teacher development ...

Part 1. Self-Development, Exploration, and Settings

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1. The Self-Developed Language Teacher

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pp. 3-13

To emphasize the concept of self-development, I begin this book by illustrating its advantages. To do this, I invite you to enter two different EFL classrooms. The first is the classroom of a teacher (Yoshi) who has not had the opportunity to work on the development of his teaching. ...

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2. Exploration of Teaching

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pp. 14-38

Some of the ways we, as teachers, can explore our teaching beliefs and practices follow. In this section I briefly discuss these ways,1 after which I go into more detail on a few ways in particular—the observation of other teachers, self-observation, talking to other teachers, and keeping a teacher journal. ...

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3. EFL and ESL Teaching Settings

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pp. 39-60

EFL is an acronym for English as a Foreign Language and is studied by people who live in places where English is not a first language, such as in Italy, Saudi Arabia, and Vietnam. ESL is an acronym for English as a Second Language. People who study ESL speak other languages, such as Spanish, Arabic, Chinese, or Swahili as their first or native language. ...

Part 2. Principles of EFL/ESL Teaching

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4. Teaching Language as Communication among People

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pp. 63-79

The primary goal of a communicative classroom is student development of communicative competence in English. At a basic level, this includes development of students’ ability to comprehend and produce written and spoken English in communicatively proficient and accurate ways. ...

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5. Classroom Management

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pp. 80-100

Classroom management refers to the way teachers organize what goes on in the classroom. As the most powerful person in the classroom, the teacher has the authority to influence the kind of interaction that goes on in the class, and this interaction is created from a combination of many related factors ...

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6. EFL/ESL Materials, Media, and Technology

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pp. 101-118

Basically, materials used in EFL/ESL classrooms are created by four groups of people: publishing companies, government agencies, curriculum development teams at the school level, and classroom teachers. ...

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7. Culture and the Language Teacher

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pp. 119-144

Although there are many ways to define culture, here it refers to the common values and beliefs of a people and the behaviors that reflect them. At the risk of overgeneralizing, it is possible to talk about common beliefs and values and about how they can differ from culture to culture, as well as the behaviors associated with them. ...

Part 3. Teaching Language Skills

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8. Teaching Students to Comprehend Spoken English

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pp. 147-168

Listening is not a passive activity. Rather, listening places many demands on us. When we participate in face-to-face or telephone exchanges, we need to be receptive to others, which includes paying attention to explanations, questions, and opinions. Even when we listen during one-way exchanges ...

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9. Teaching the Conversation Class

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pp. 169-193

Conversing in a second language means knowing how to maintain interaction and focus on meaning; use conversational grammar; introduce, develop, and change topics; take turns; apply conversational routines; and adapt style to match the setting/context.1 ...

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10. Teaching Students to Read for Meaning

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pp. 194-210

As the list of things we read shows, we read a lot of things! We read some of these alone—for example, a newspaper over morning coffee or tea. We also read things and talk about them with others. For example, we might read the movie listings in the newspaper to a friend to select a film to see, ...

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11. Teaching Students How to Process Writing

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pp. 211-234

The usual things associated with writing are word choice, use of appropriate grammar (such as subject-verb agreement, tense, and article use), syntax (word order), mechanics (such as punctuation, spelling, and handwriting), and organization of ideas into a coherent and cohesive form. ...

Appendixes

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pp. 235-248

Bibliography

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pp. 249-264

Index

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pp. 265-268


E-ISBN-13: 9780472029945
Print-ISBN-13: 9780472031030

Page Count: 280
Publication Year: 2013