Teaching English as a Foreign or Second Language, Second Edition: A Teacher Self-Development and Methodology Guide

Index

action research, 17–18, 37 classroom management, 80–100 defined, 80–81 error treatment, 28–29 giving instructions, 24, 88–89 grouping students, 87–88 K–12 teachers and management, 93–95 keeping students on task, 89–90 making language comprehensible, 90–91 management questions, 92 praise behaviors, 24–25 questioning behaviors, 25–27, 82–85, 173–74 seating arrangements, 85–86 teacher talk, 81 changes in teaching decisions about, 23–24 examples, 5–8, 26–27 ways to change, 23–24 conversation, 169–193 adapting style, 172–73 class activities for beginners, 173–75; dialogues, 174–75; quasi-communication activities, 173–75; use of yesno questions, 173 class activities for post-beginners, 175–80; buzz groups, 176–77; dialogue writing, 175; games, 178–79; paraphrasing races, 178; role play, 175; same or different, 179; strip story, 178; video drama, 175–76; warmup activities, 184–85 class activities to teach pronunciation, 180–83; bingo, 182; jazz chants, 182; kazoo humming, 181; minimal pairs, 181; pronunciation computer, 181–82; strategies practice, 183; “th” activity, 182 computer-mediated activities, 179–80; discussion boards, 179–80; Internet conversations, 180 conversational grammar, 170 conversational routines, 171–72 introducing and changing topics, 170–71 maintaining interaction, 170 problems in teaching, 183–88 taking turns, 171 culture, 119–143 cultural adjustment, 121–24; adapting behavior, 124–28; benefits, 123–24; culture shock 122–23; process of adjustment, 121–23 cultural awareness class activities cross-cultural problem solving, 129–30; “explain your culture,” 132–33; handshaking, 125; kinesic awareness, 5–7, 124–25; matching behaviors, 155; photos and film analysis, 132–33; proxemic awareness, 126–27; values awareness, 131; walking, 125 265 Index cultural concepts worth teaching, 124–33; adapting behavior, 124–30; knowing individuals, 130–31; learning one’s own culture, 131–33; problem solving, 128–30 culture and communication kinesics, 124–25; sociocultural behaviors, 127–28; space and distance, 125–27 working definition, 119–21 exploration of teaching, 14–38 opportunities to explore, 32–33 through observing other teachers, 28–30 through self-observation, 18–27 through talk, 30–31 through teaching journals, 31–32, 38 ways to explore, 14–18 K–12 classroom management and, 93–95 EFL settings, 42–43 ESL programs, 46–49; bilingual programs, 49; inclusion model, 47–48; pull-out model, 47; team-teaching model, 48 international schools, 53–54 resources for K–12 teachers, 57–58 listening, 147–68 active listening, 147 bottom-up/top-down processing, 148–50 listening activities, 150–58; blended sounds, 151; cloze, 156; drawing, 155; eavesdropping, 154–55; Hokey Pokey, 153; matching behaviors, 155; minimal pairs, 152; note taking, 156; problem solving, 157; Simon Says, 153; songs, 158–59; stress & rhythm, 151; TPR 152–53 listening materials, 158–60; authenticity of, 162, 165-66; authentic materials, 103–7; commercial materials, 102–3; creators of, 101–2; kazoo, 181; materials and media, 101–7; materials publishers, 245–48; realia, 104; songs, 158–59; video materials, 159–60 media and teaching listening, 158–60 problems teachers have with, 160–62 purposes of, 150 New Englishes, 41–2 observation, 18–30 examples, 24–27, 28–30 observation cycle, 18–24 observation tasks, 34–35, 56, 76, 98–99, 116, 138–39, 163–64, 189, 207, 231 observing other teachers, 28–30 self-observation, 18–27 private language schools, 45–46 problems teachers face “any native speaker will do,” 187–88 background knowledge and reading, 205 bandwagons, 72–73 cultural adjustment, 133–34 error treatment, 185–87 getting students to read, 206–7 “I can’t write,” 225 judging listening material authenticity, 162 learning host language, 135–37 266 Index less proficient writers, 223–25 outdated listening lab, 160–61 overly anxious students, 73–74 remembering names, 96–97 responding to writing, 226–29 silent students, 96 student engagement, 74–75 text domination, 113–14 text requirement, 113 use of time, 95–96 professional journals, 237–44 professional organizations, 16 pronunciation, 180–83 public language schools, 43–45 publishers of materials for EFL/ESL teachers, 245–48 reading, 194–210 bottom-up/top down processing, 195–96 class activities, 197–204; The Best Title, 198; cat story, 201–3; class library, 203–4; comprehension activities, 201–3; critical reading, 203; pre-reading activities, 205; problems teaching reading, 205–6; scanning activities, 199–200; skimming activities, 198–99 reflection on teaching, 22–23 refugee and literacy centers, 51–53 self-development, 3–13 case studies, 15 central...