Enriching Esol Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiry

by Zamel, Vivian; Spack, Ruth

• ISBN13: 9780805839395
• ISBN10: 0805839399
• Format: Paperback
• Copyright: 2002-07-01
• Publisher: Lawrence Erlbau

Summary

Enriching ESOL Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiryis a collection of thought-provoking articles and activities designed to engage practicing and prospective ESOL teachers in an ongoing process of reflecting on, critically examining, and investigating theory and practice. Its twofold purpose is to provide a theoretical perspective and to offer ways for making the teaching of English to speakers of other languages (ESOL) meaningful for both teachers and learners. Underlying the activities and the readings themselves is the assumption that teachers need to play a role in exploring, shaping, and theorizing the work they do. The readings included represent a range of genres. They are informed by a common philosophical perspective about language acquisition and treat language teaching and learning holistically. The book is organized into five integrated units that: * raise questions about conventional notions of methods; * take into account the complicated nature of real classrooms; * provide theoretical principles for teaching that promotes language acquisition; * include rich descriptions of actual classroom experiences; and * question assumptions about language and literacy. Each set of readings begin with a "Before Reading" section and is followed by "Reflecting on the Readings," "Reading for Further Reflection," and "Suggested Projects for Inquiry" sections. This volume is a valuable resource for practicing and prospective teachers in the field of TESOL who work with diverse student populations--at all levels--in both mainstream and ESL/bilingual settings.

Table of Contents

Preface	ix
Introduction	xv
UINT I QUESTIONING THE NATURE OF METHODS	1	(78)
Before Reading	1	(2)
Problems, Prescriptions, and Paradoxes in Second Language Teaching	3	(14)
Mark A. Clarke
Sandra Silberstein
Teachers' and Students' Lessons	17	(18)
Adrian Holliday
Classroom Interaction Patterns: Reflections of a Stratified Society	35	(10)
Cathy M. Roller
The Concept of Method, Interested Knowledge, and the Politics of Language Teaching	45	(34)
Alastair Pennycook
Reflection and Inquiry	73	(6)
UNIT II SEEING THE CLASSROOM	79	(130)
Before Reading
``Let's See'': Contrasting Conversations About Teaching	81	(18)
John F. Fanselow
Gender and Ethnicity as Factors in the Development of Verbal Skills in Bilingual Mexican American Women	99	(28)
Kay M. Losey
ESL Versus Mainstream Classes: Contrasting L2 Learning Environments	127	(32)
Linda Harklau
Remediation as Social Construct: Perspectives from an Analysis of Classroom Discourse	159	(34)
Glynda Hull
Mike Rose
Kay Losey Fraser
Marisa Castellano
Observing the Second Language Learner: An Example of Teachers' Learning	193	(16)
Celia Genishi
Reflection and Inquiry	201	(8)
UNIT III THEORIES INTO PRACTICE: PROMOTING LANGUAGE ACQUISITION	209	(92)
Before Reading
Theory Versus Practice in Language Training	211	(18)
Stephen Krashen
Recent Language Research and Some Language Teaching Principles	229	(24)
Karl Krahnke
Mary Ann Christison
On the Nature of Technique: What Do We Owe the Gurus?	253	(16)
Mark A. Clarke
What Is a Participatory Approach to Curriculum Development?	269	(32)
Elsa Roberts Auerbach
Reflection and Inquiry	295	(6)
UNIT IV THEORIES INTO PRACTICE: KEEPING LANGUAGE MEANINGFUL	301	(78)
Before Reading
The Classroom: A Good Environment for Language Learning	303	(16)
Judith Wells Lindfors
``Teaching'' English Through Content-Area Activities	319	(12)
Sarah Hudelson
From the Margins to the Center	331	(10)
Vivian Zamel
Participatory Literacy Education Behind Bars: AIDS Opens the Door	341	(38)
Kathy Boudin
Reflection and Inquiry	371	(8)
UNIT V QUESTIONING ASSUMPTIONS ABOUT LANGUAGE AND INDENTITY	379	(66)
Before Reading
The Ownership of English	381	(12)
H. G. Widdowson
Language Identity and Language Ownership: Linguistic Conflicts of First-Year University Writing Students	393	(18)
Yuet-Sim D. Chiang
Mary Schmida
ESL and the Colonial Legacy: A Teacher Faces Her `Missionary Kid' Past	411	(12)
Stephanie Vandrick
The Language We Know	423	(8)
Simon J. Ortiz
Mother Tongue	431	(14)
Amy Tan
Reflection and Inquiry	437	(8)
Credits	445