Teaching English as a Second Language

Focused on scholarship in rhetoric and composition over the past quarter-century, Concepts in Composition: Theory and Practice in the Teaching of Writing is designed to foster reflection on how theory impacts practice, enabling prospective teachers to develop their own comprehensive and coherent conception of what writing is or should be and to consider how people learn to write.

Designed for courses on theories and methods of teaching college writing, this text is distinguished by its emphasis on giving teachers a foundation of knowledge for teaching writing to a diverse student body.

This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities.

The monograph constitutes an attempt to demonstrate how Cognitive Grammar (CG) can be employed in the foreign language classroom with a view to aiding learners in better understanding the complexities of English grammar.

This book presents a comprehensive framework of second language grammatical knowledge and uses this as a base to help readers create their own assessment tools to test students' grammar.

English Pronunciation Instruction: Research-based insights presents recent research on L2 English pronunciation including pedagogical implications and applications, and seeks to bridge the gulf between pronunciation research and teaching practice.

This book explores selected aspects and problem areas of English from a broadly "functional" linguistic perspective.

Grammar to Get Things Done demystifies grammar in context and offers day-by-day guides for teaching ten grammar concepts, giving teachers a model and vocabulary for discussing grammar in real ways with their students.

The second edition includes updates and insights on current research and pedagogical practice that have developed over the last decade.

This book provides educators with an accessible guide to best practices concerning content-based instruction (CBI) models and their use in English learner inclusive classrooms.

Content-Area Conversations: How to Plan Discussion-Based Lessons for Diverse Language Learners is a practical, hands-on guide to creating and managing environments that spur sophisticated levels of student communication, both oral and written.

This volume provides ESL and EFL teachers with creative ways to integrate English language learning with the content that students study at primary and secondary schools.

This module explores the content-driven approach to language teaching, or the teaching of non-linguistic content such as geography, history, or science using the target language.

This book contributes to the growth of interest in Content and Language Integrated Learning (CLIL), an approach to second/foreign language learning that requires the use of the target language to learn content.

A guide for content-area teachers provides classroom techniques and activities.

Become competent in the design, development, and use of language assessments. This is a theoretically-grounded and easily applied approach to language assessment and development.

Routledge Applied Linguistics is a series of comprehensive textbooks, providing students and researchers with the support they need for advanced study in the core areas of English language and Applied Linguistics.

This volume presents a critical examination of the ways in which English is conceptualised for learning, teaching, and assessment, from both social and cognitive perspectives.

This second edition remains the most practical guide for teachers who want to have a better understanding of the role of testing in language teaching.

This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from seven of the countries in the region.

This volume demonstrates how various methodologies and tools have been used to analyze the multidimensional, dynamic, and complex nature of identities and professional development of language teachers in digital contexts that have not been adequately examined before.

Farrell provides useful insights about the many kinds of training and discusses the practices you can engage in to ensure your own growth, including team teaching, action research, and teaching portfolios.

Language Teacher Supervision illuminates an under-explored area of the language teaching profession. Using case studies of actual teaching situations, the book explores such issues as teacher evaluation, autonomy, authority and awareness and attitude.

A valuable resource for those thinking about and also those engaged in initial training or even post initial training stage in English language teaching.