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Teacher Education
Home : Publications : Books : Teacher Ed

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Access the Latest Teacher Education Documents:

• More Than A Native Speaker, Revised Edition
  Learning the craft of English language teaching by trial and error can take a long time and involve considerable emotional wear and tear on teachers and students. This book accelerates the process by offering a nontechnical introduction to English teaching geared toward native-English-speaking teachers working outside their home countries.
• Bridge to the Classroom: ESL Cases for Teacher Exploration
  Based on actual classroom experiences, the Bridge to the Classroom cases address a variety of learning and teaching situations. They can be used in any order and adapted to a range of teaching practices and course goals, including professional development.
• CALL Essentials: Principles and Practice in CALL Classrooms
  In CALL Essentials, Joy Egbert discusses the principles and practice of using computer-assisted language learning in all levels of classroom instruction. She offers practical advice on how computers and the Internet offer innovative teachers exciting ways to enhance their pedagogy and capture their students' attention.
• Collaborative Conversations Among Language Teacher Educators
  This distinctive volume captures collaborative work among language teacher educators. Rich hours of conversation enable teacher educators to critically engage with issues concerning language teaching and language learning. As the participants observe, reflective practice is often "replayed at a distance through journal articles and conference presentations."
• Directory of Teacher Education Programs in TESOL in the United States and Canada, 2005-2007
  Note: This directory provides information about nearly 420 programs in 232 institutions in the United States and Canada. Entries describe program length, requirements, courses, staff, tuition, fees, admission requirements, and summer sessions. State and provincial requirements for teaching ESL are also included.
• PACE Yourself: A Handbook for ESL Tutors
  PACE Yourself is for inexperienced or volunteer tutors of ESL. This handbook does not aim to make overnight experts of novices. Rather, the authors provide an easy-to-follow guide for people who want to tutor small groups of nonnative speakers of English but do not know how.
• Pronunciation Pedagogy and Theory: New Views, New Directions
  Contributors deal with assessing pronunciation, empowering students for self-instruction, teaching intonation, using voice quality settings in ESL, and creating a multidimensional curriculum design for speech-pronunciation instruction.
• State of the Art TESOL Essays: Celebrating 25 Years of the Discipline
  As both a synthesis for and a vision of the future, this book serves as the foundation volume to survey and methods courses as well as to classes focusing on materials development and teacher preparation.
• The TESOL Quarterly Dialogues: Rethinking Issues of Language, Culture, and Power
  This volume brings teaching theory and teaching practice together in a mutually informative way. TESOL Quarterly readers and writers discuss, in the form of written dialogue, the influence each has had on the other. These readers and writers are teacher researchers, teacher educators, and research analysts. Their dialogues demonstrate that practical experience can deepen understanding of theory and lead practitioners to question its tenets.
• Bilingual Education
  These chapters cover the diversity of environments in which languages can be learned bilingually. They provide a wealth of information on how to teach bilingually, and attest to the value of community and individuals that can result from bilingual forms of education.
• Content-Based Instruction in Higher Education Settings
  Content-based instruction (CBI) challenges ESOL teachers to teach language through specialist content in institutional settings. This volume addresses CBI negotiation between ESOL teachers and subject specialists in higher education. Writers document and evaluate courses that support the subject discipline and meet the language needs of EFL and ESL learners.
• Gender and English Language Learners
  Writers in this volume discuss the nature of gender and identity, along with their complex interactions with age, race, language, and culture in TESOL classrooms.
• Teaching English From a Global Perspective
  To be an English teacher today is to play an inevitable part in the globalizing of English. This volume canvasses important questions for English language teachers that are posed by the phenomenon of a global English, and it offers suggestions for exploring the dimensions of teaching English as a global language.
• Learning Languages through Technology
  While posing important questions about how learning proceeds with new technologies, this volume demonstrates how teachers captivate the imagination of learners, from school children to postgraduates, by providing real-world purposes for language. The authors are from educational institutions in many regions of the world, and describe technology use from the lowest levels, such as word processing and scanning, to high-end multimedia and interactive communications through voice and video on the Internet.
• Helping English Language Learners Succeed in Pre-K–Elementary Schools
  This series, Collaborative Partnerships Between ESL and Classroom Teachers, edited by Debra Suarez, aims to contribute to the field’s responses to this nationwide call. It is designed for both ESL teachers and classroom teachers, for both language education specialists and subject matter specialists—for all educators who are responsible for students’ academic achievement. It is ideal for use in pre- and in-service teacher education programs.
• From Language Learner to Language Teacher
  Today, there are about four nonnative-speaking English teachers for every teacher who is a native speaker. More English teachers work in non-English-speaking settings than in English-speaking settings, and most are natives of the countries in which they teach. This volume focuses on the challenges faced by English teachers for whom English is a second (or even third or fourth) language. Four themes receive special emphasis: communicative language teaching, proficiency, language learning, and practicality
• Planning and Teaching Creatively Within a Required Curriculum for Adult Learners
  This volume in TESOL’s Language Curriculum Development Series presents the stories of teachers, curriculum developers, and administrators from all over the world who seek to understand adult learners’ needs and respond to them in creative, realistic, and effective ways.
• Language Teacher Research in the Americas
  This volume in the Language Teacher Research Series (Thomas S. C. Farrell, series editor) presents research conducted by language teachers at all levels, from high school English teachers to English language teacher educators, reflecting on their practices. The countries represented in this book are Brazil, Canada, Colombia, Costa Rica, Ecuador, Jamaica, and the United States.
• Language Teacher Research in the Middle East
  This volume in the Language Teacher Research Series (Thomas S. C. Farrell, series editor) shares the studies and reflections of teacher researchers working in Middle Eastern countries with students from a variety of cultural backgrounds.
• Revitalizing an Established Program for Adult Learners
  Deliberately introducing change into an established English language program, in which faculty, students, and administrators are comfortable with courses and procedures, is unsettling and often costly. Why, then, would overworked program directors, coordinators, and faculty decide to overhaul their curricula, testing procedures, and academic schedules? This volume showcases 10 programs that have struggled to find innovative solutions for such issues as increased competition for declining numbers of students, changing student populations and demands, and institutional requirements to prepare future undergraduate or graduate students.
• Developing a New Curriculum for Adult Learners
  Curriculum innovations succeed or fail according to the extent to which teachers, and to some extent students, feel that they are meaningfully involved in the process of change.
• Perspectives on Community College ESL, Volume 2; Students, Mission, and Advocacy
  The Perspectives on Community College ESL series brings into practical focus a wide and diverse array of reflective work on ESL education in U.S. community college settings. It draws on the broad mission and constituencies that community colleges throughout the country must embrace in order to be effective. The Perspectives on Community College ESL series brings into practical focus a wide and diverse array of reflective work on ESL education in U.S. community college settings. It draws on the broad mission and constituencies that community colleges throughout the country must embrace in order to be effective.
• Perspectives on Community College ESL, Volume 1; Pedagogy, Programs, Curricula, and Assessment
  English as a second language (ESL) programs in community colleges are as diverse in the models they follow as the students they serve. This volume provides a detailed look at how faculty and administrators are tailoring their ESL programs to best serve the needs of their students and the missions of their institutions.
• Helping English Language Learners Succeed in Middle and High Schools
  A current classroom concern is how effectively teachers collaborate to link subject matter with language instruction and attention to cultural diversity.

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