In this e-single, Keith Folse, author of Vocabulary Myths (2004), explains how various lists like the Academic Word List (AWL) have become popular in the ESL classroom. He also addresses how Coxhead’s AWL attained its dominant status.
Following a discussion on the importance of teaching vocabulary, Folse addresses these questions:
Why are word lists useful in language learning?
How serious is our learners’ lexical gap?
Which words are on the AWL?
How were the word families of the AWL selected?
What should teachers know about other word lists?
How should students use vocabulary notebooks
Where do we go from here regarding the use of word lists in the classroom?
The book also includes 10 suggestions for using academic word lists.
This e-single is designed for ESL instructors without any background in conflict resolution (CR) who teach intermediate to advanced ESL courses in college, university, graduate programs, and IEPs. Whether your focus is language or content or both, this book will help you find your own special blend so that you can provide your students with valuable negotiation and mediation skills along with their English.
The author is an experienced ESL teacher, lawyer, mediator, Alternative Dispute Resolution (ADR) Administrator for southern California Superior Courts. She has used these activities in a variety of ESL settings and courses (from IEPs to LLM programs) and with students from all over the world. She wrote this book to inspire other ESL teachers to add CR approaches to their activities, lessons, and courses.
Following an introduction to conflict resolution (in a nutshell), this e-single shows how much of the teaching of CR is similar to teaching ESL. Also included are:
ways to apply negotiation and mediation to ESL activities
a discussion of conflict styles and how to prevent and resolve conflicts (through a focus on active listening)
specific types of role-plays to address conflicts
how to design successful CR + ESL activities that can be applied to EAP and CBI contexts
“CBI is a highly flexible approach that provides a powerful means of structuring the syllabus for both general purpose and EAP courses."
?---Marguerite Ann Snow and Donna M. Brinton
In this e-single, Snow and Brinton, editors of the Second Edition of The Content-Based Classroom: New Perspectives on Integrating Language and Content (2017), explain how “content-based instruction (CBI) is a vibrant approach to curriculum design that is able to ‘flex’ to fit a wide variety of student populations, settings, and program goals.” The ebook introduces readers to the concept of CBI through a brief history and countless examples of many ways this approach can be applied across settings and programs.
Whether readers want to deepen their understanding of CBI or get ideas for their own teaching situation, this book provides:
* an overview of CBI, including the three prototype models (theme-based, sheltered, adjunct)
* a discussion of new models: sustained content language teaching, content and language-integrated learning, English-medium instruction, adjunct models, and other hybrid models
* a rationale for CBI, including support from SLA and other research
* an examination of issues that arise in implementation
* a research agenda for CBI
* further readings.
Each section includes reflection questions designed to guide readers to consider how best to implement CBI in their course and program.
"Our particular approach is built on the belief that using elements of drama and the performing arts in the language classroom works best when it builds on concepts of language development that have been tested and supported. As language scholars, we know that honoring students’ identities is important; that investment in the learning process must be nurtured; that learners respond to material that is engaging, relevant, and authentic; that learners must use the language and not just study it; and that affective factors can sometimes impede learning."
---Carmela Romano Gillette & Deric McNish
This e-book weaves together cutting-edge research and practices from the fields of theater and TESOL. After providing an overview of how drama can be used in the language classroom, Gillette (a TESOL expert) and McNish (an expert in actor training) present a collection of resources teachers need to begin using drama, including practical classroom-tested and evidence-based techniques. They show how:
* theater games can build confidence.
* performing (beyond role-plays) can develop a deeper context for speaking.
* improvisation can create authentic opportunities for language use.
* para- and extra-linguistic techniques can improve expression and meaningful communication.
* activities like script analysis can be used in reading and writing classes (and to examine differences between spoken and written language).
* drama-based activities can provide a platform for examining cultural norms and practices.
Each section includes sample activities for improving fluency and assessment suggestions.
?No experience with performance or drama required to learn how to incorporate these practices into your ESL classroom!
"Dying to Know is the work of a distinguished scholar, at the peak of his powers, who is intimately familiar with his materials, and whose knowledge of Victorian fiction and scientific thought is remarkable. This elegant and evocative look at the move toward objectivity first pioneered by Descartes sheds new light on some old and still perplexing problems in modern science." Bernard Lightman, York University, Canada
In Dying to Know, eminent critic George Levine makes a landmark contribution to the history and theory of scientific knowledge. This long-awaited book explores the paradoxes of our modern ideal of objectivity, in particular its emphasis on the impersonality and disinterestedness of truth. How, asks Levine, did this idea of selfless knowledge come to be established and moralized in the nineteenth century?
Levine shows that for nineteenth-century scientists, novelists, poets, and philosophers, access to the truth depended on conditions of such profound self-abnegation that pursuit of it might be taken as tantamount to the pursuit of death. The Victorians, he argues, were dying to know in the sense that they could imagine achieving pure knowledge only in a condition where the body ceases to make its claims: to achieve enlightenment, virtue, and salvation, one must die.
Dying to Know is ultimately a study of this moral ideal of epistemology. But it is also something much more: a spirited defense of the difficult pursuit of objectivity, the ethical significance of sacrifice, and the importance of finding a shareable form of knowledge.
"Teachers commonly tell me at conferences that they wish they understood genre better or that they find the term a little confusing. My hope is that this small book might offer an accessible introduction to genre and genre-based writing instruction." ---Christine M. Tardy
In this short ebook, Tardy, author of Beyond Convention: Genre Innovation in Academic Writing (2016), defines genre and genre-based writing instruction and then:
* describes the five principles of a genre-based pedagogy.
* explains how to design genre-based writing activities.
* provides strategies for exploring genre form (rhetorical moves) and content.
* discusses various genre-related practices for the writing classroom.
* explores social and rhetorical aspects of genre in the classroom.
* explains how to play with genres (or genre play).
* provides 7 general tips for bringing a genre approach into the writing classroom.
Several application activities and specific suggestions for classroom tasks are included.
"We have an opportunity as ESL teachers to help our students plug in to what MOOCs can offer today: a supplementary space in which to develop vocabulary and text-based conversational skills and to learn foundational content in domains of interest at an individual pace in a non-threatening, low-stakes environment." --- Pamela S.H. Bogart
In this e-single, Bogart, an instructor at the University of Michigan's English Language Institute, explains the ins and outs of MOOCs, particularly (but not exclusively) those that can support language learning. She explains the various types of MOOCs and their pedagogical benefits and shows how MOOCs can aid in the language learning process and offer students a more richly textured blended learning experience. The text concludes with tips for creating and designing a MOOC.
Essentially, this short ebook answers many of the questions today's teachers might have about, not only whether to use MOOCs in the classroom, but whether they should create one. The book seeks to provide answers to:
*What is a MOOC?
*How can my students best use MOOCs?
*What if I am asked to or decide to create a MOOC?
Each section includes an Exploration Task that invites readers to deepen their personal understanding of and experience with MOOCs.
When nations decide to disown their troubled pasts, how does this strategic disavowal harden into social fact? In Negative Exposures, Margaret Hillenbrand investigates the erasure of key aspects of such momentous events as the Nanjing Massacre, the Cultural Revolution, and the Tiananmen Square protests from the Chinese historical consciousness, not due to amnesia or censorship but through the operations of public secrecy. Knowing what not to know, she argues, has many stakeholders, willing and otherwise, who keep quiet to protect themselves or their families out of shame, pragmatism, or the palliative effects of silence. Hillenbrand shows how secrecy works as a powerful structuring force in Chinese society, one hiding in plain sight, and identifies aesthetic artifacts that serve as modes of reckoning against this phenomenon. She analyses the proliferation of photo-forms—remediations of well-known photographs of troubling historical events rendered in such media as paint, celluloid, fabric, digital imagery, and tattoos—as imaginative spaces in which the shadows of secrecy are provocatively outlined.
David Ferry's Of No Country I Know: New and Selected Poems and Translations provides a wonderful gathering of the work of one of the great American poetic voices of the twentieth century. It brings together his new poems and translations, collected here for the first time; his books Strangers and Dwelling Places in their entirety; selections from his first book, On the Way to the Island; and selections from his celebrated translations of the Babylonian epic Gilgamesh, the Odes of Horace, and of Virgil's Eclogues. This is Ferry's fullest and most resonant book, demonstrating the depth and breadth of forty years of a life in poetry.
"Though Ferry is perhaps best known for his eloquent translations of Horace and Virgil, "Of No Country I Know" demonstrates that he deserves acclaim for his own poetry as well."—Carmela Ciuraru, New York Times Book Review
The university office hour interaction is new to everyone who attends a university. Not knowing what to do or when to go is not unique to international students. Office Hours: What Every University Student Needs to Know sets out to demystify the entire process of office hours—the purpose and goals of these meetings, how to plan for them, and even determining whether to visit the professor or send an email. Information about “group” office hours, which are becoming more common, is also included.
This task-based book also describes the five moves, or parts, of an office hour interaction and provides many examples and tasks to help guide students through this important communicative aspect of academic life. It seeks to ensure that every office hour interaction ends on a positive note.
Reflection questions for new teaching assistants are included throughout, making this ideal for TA workshops. Four analysis tasks are included to accompany the four videos that explore various student-professor interactions. The videos are available online at www.press.umich.edu/elt/compsite/officehours.
"Your understanding of what makes a refugee a unique kind of learner serves you and your students in the same way that athletes benefit from a coach who not only knows the game, the playbook, the field conditions, the opposing team's record, the weather, and so on, but also the attributes of each player, including what motivates, frustrates, or challenges them, which skills need attention, and how to harness their intelligence and physical talent." --Jeffra Flaitz
In this e-single, Flaitz, author of Understanding Your International Students and Understanding Your Refugee and Immigrant Students, provides a research- and fact-based approach to address some of the core principles surrounding refugees in today’s U.S. educational system. The principles discussed are:
There are many different categories of immigrants.
Refugees are diverse.
Refugee ESL students are different from other ESL students.
Refugees are battered but not broken.
Refugee students are at risk.
The importance of each principle is discussed and is followed by a list of what educators can do.
This short ebook offers a compassionate yet practical guide for anyone who wants to better understand their refugee students: Where are they coming from and why have they fled their homes? What kind of support do they receive? What assets do they bring with them? What strengths have they developed as a result of their journey?
Modern transparency dates to the 1950s, 1960s, and 1970s—well before the Internet. Michael Schudson shows how the “right to know” has defined a new era for democracy—less focus on parties and elections, more pluralism and more players, year-round monitoring of government, and a blurring line between politics and society, public and private.
This e-single focuses on deepening an understanding of Students with Limited or Interrupted Formal Education (SLIFE), sometimes also referred to as SIFE. SLIFE face different challenges in the classroom than more traditional ELLs. The challenges they face go beyond language and content: SLIFE need to develop basic literacy skills and foundational subject-area knowledge, as well as learn how to “do” school—that is, learn how to engage in the discourse and practices of formal educational settings. Few teachers feel prepared to work with SLIFE and most ESL pedagogical practices are inappropriate and/or inadequate for this population.
Because of their limited or greatly interrupted participation in formal education or, in some cases no exposure to any schooling, SLIFE do not have the literacy skills, grade-level content knowledge, or cognitive ways of thinking required to succeed in school. So what can teachers do to help the SLIFE succeed and to recognize and honor the knowledge, skills, and cultural capital—different though they may be—of SLIFE?
This text in this e-single centers around four guidelines for teaching SLIFE: question assumptions, foster two-way communication, explicitly teach school tasks and academic ways of thinking, and promote project-based learning. Discussion of a new paradigm for instruction, the Mutually Adaptive Learning Paradigm (MALP(R)), is included.
“I have tried to balance classroom advice with the reasons for the advice, grounded in research evidence. I think it’s important--if you want to grow as a teacher--that you have not only a bag of tricks, but a base from which to discuss your classroom with other teachers.” – Steven Brown
This e-single is an introduction to task-based listening for ESL/EFL teachers who are looking for ways to do more in their listening classes than ask students to answer comprehension questions about something they listened to.
In this short ebook, Steven Brown, author of Listening Myths: Applying Second Language Research to Classroom Teaching and a well-known ESL/EFL listening textbook series, defines task-based listening (TBL) and describes:
how to build a task-based listening program
how to create a task-based listening lesson
ways to activate vocabulary acquisition in listening tasks
how listening can improve grammatical knowledge
the links between listening and pronunciation
the ways that metacognitive strategies can assist students when listening, particularly when listening to lectures
the advantages of extensive listening (especially while reading)
the benefits of interactive listening, including how to design a good speaking task
All chapters include specific tips and suggestions for using these concepts in the classroom.
The Three Minute Thesis (3MT®) competition is an academic speaking competition that takes place annually at more than 600 universities in more than 66 countries. Founded by the University of Queensland in 2008, it challenges graduate students to present their thesis and its significance to a non-specialist audience in just three minutes. This book is not focused on how to run a competition but rather on how to use aspects of that genre to improve students' speaking skills, particularly about research.
There are several ways the 3MT connects to an ESL or EAP classroom, which is the focus of this ebook:
International students relate to watching presentations from other university students engaged in a real-world and research-focused task.
The content is engaging and targeted to a non-specialist audience.
The length of 3 minutes provides an efficient model to demonstrate the flow of the problem-solution organization pattern (something students need for other academic tasks, including writing assignments).
Since the focus of the 3MT is speaking and only one slide is allowed, the presenter is required to speak clearly and convincingly, creating a model for international students in an academic speaking course.
This e-single uses data from the author's corpus of 3MT transcripts to reveal the six moves typical of this type of presentation and then provides instructors with a variety of classroom applications in the areas of vocabulary, pronunciation, describing research to non-specialists, and effective slide design.
The staggering United States debt has a direct impact on every American, yet few are aware of where the debt came from and how it affects their lives
The United States has a debt problem—we owe more than $18 trillion while our gross domestic product, the value of all goods and services produced in America, is only $17.5 trillion. To pay down the debt, some recommend austerity, cutting federal expenditures. Others suggest increasing taxes, especially on the wealthiest Americans. In Understanding the National Debt: What Every American Needs to Know, economic historian Carl Lane urges that the national debt must be addressed in ways beyond program cuts or tax increase alternatives, but change can only occur when more Americans understand what constitutes our debt and the problems it causes. The gross national debt is composed of two elements: the public debt and “intragovernment holdings.” The public debt consists of bonds, bills, and notes purchased by individuals, banks, insurance companies, hedge and retirement funds, foreign governments, and university endowments. Intragovernment holdings refers to money that the U.S. Treasury borrows from other parts of the government, principally Social Security and Medicare. This accounts for approximately a quarter of the gross national debt, but that is money that we owe to ourselves, not another entity. The more the government borrows, the less is available for private sector investment, creating a “squeeze” effect that inhibits economic growth. The most burdensome problem is the interest due each year on the debt. Every dollar spent on interest is a dollar less for other purposes. Those elements of the federal budget which are termed “discretionary” suffer. The mandatory elements of the budget—Social Security, Medicare, Medicaid, and the interest on the debt—must be provided for, but defense and national security, education, energy, infrastructure repair and development, and other needs wind up with less. By understanding the national debt we have an opportunity to address our real debt challenge—its principal and interest.