Enriching ESOL Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiry is 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 qBefore Readingq section and is followed by qReflecting on the Readings, q qReading for Further Reflection, q and qSuggested Projects for Inquiryq 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.Readings and Activities for Engagement, Reflection, and Inquiry Vivian Zamel, Ruth Spack ... as they listened to the classa#39;s own version ofthe predictable book, A Dark, Dark Tale (Brown 1981): aIn a dark, dark house, was a dark, dark attic.
|Title||:||Enriching Esol Pedagogy|
|Author||:||Vivian Zamel, Ruth Spack|
|Publisher||:||Routledge - 2002-12-18|