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Bookshelf Bargains
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Access the Latest Bookshelf Bargains Documents:

• Affect and Related Factors in Second and Foreign Language Acquisition
  This Voices of Experience workshop analyzes the role that affect and other related factors (e.g., anxiety, motivation, risk-taking, and attitude) play in the second and foreign language acquisition process. The workshop packet offers five activities to help students relate the content of what they are learning to their prior knowledge and experience. These activities incorporate graphs, charts, and handouts for use in second and foreign language classroom settings.
• Coherence in Writing: Research and Pedagogical Perspectives
  Coherence in Writing: Research and Pedagogical Perspectives: The authors interpret the elusive term coherence for the ESL/EFL teacher, teacher educator, and researcher in L1 and L2.
• Dialogue Journal Writing With Nonnative English Speakers: A Handbook for Teachers
  This handbook is the first comprehensive volume to offer practical advice in and easy-to-use format free of jargon. It is recommended for teachers of nonnative English-speaking students in mainstream, bilingual, or ESL programs, from kindergarten through high school. It also has direct application to native English-speaking, gifted and talented, learning disables, and special education parents.
• Dialogue Journal Writing With Nonnative English Speakers: An Instructional Packet for Teachers and Workshop Leaders
  This invaluable packet pulls together everything you need to give a successful workshop on dialogue journals.
• Discourse and Performance of International Teaching Assistants
  The 12 articles focus on specific issues germane to the language needs of International Teaching Assistants (ITAs) and relate these issues to the broader field of applied linguistics and English for specific purposes. This volume demonstrates the uniqueness of problems related to classroom discourse and to the training of ITAs unfamiliar with the pedagogical and cultural customs of U.S. classrooms.
• Diversity as Resource: Redefining Cultural Literacy
  Some educators see the growing cultural and linguistic diversity within the United states as a liability. But the authors of this collection offer insight into the language uses of diverse student populations so that we--ESOL and Language Arts teachers and teacher educators--can find ways to see diverse learners as resources, not problems.
• Tasks for Independent Language Learning
  Learners can plan and implement their own learning program. This book shows teachers how to make it easier for their learners to take the first steps to autonomous study. This "ideas" book of recipes offers activities graded to suit learners' varying proficiency levels and goals; guidelines for teachers to create many different activities for learners; guidelines for teachers to help learners take control of their learning; and tasks written by teachers from secondary and tertiary institutions in the United States, the Pacific Rim, and Europe.
• Video in Second Language Teaching: Using, Selecting, and Producing Video for the Classroom
• Action Research
  Through reflective investigation, the writers in this volume have discovered how to implement changes or sustain practices that make their teaching more productive for learners. They present action research as manageable intervention that educates as it sustains, and thus as a potent means of continuing professional renewal. These teacher authors demonstrate how successful practice entails researching and learning as well as teaching, how effective teachers can be as investigators, and how rewarding language teaching can be.
• Academic Writing Programs
  The chapters in this volume explore the international role of written English in the academic context and clearly demonstrate how writing is integrated in all aspects of academic communication in English. Writing from all over the world, the authors address how teachers of nonnative-English-speaking students can bring educational content and life experience into academic writing programs and, in turn, how TESOL can be included in mainstream academic programs.
• Community Partnerships
  Schools, government departments, and universities have been engaged for years in collaborative projects within their communities. This new volume makes the stories of their successes available to the public. Authors write from teaching contexts in New Zealand, North America, South Africa, and England.
• Distance-Learning Programs
  This volume vividly portrays the importance of teamwork and is a tribute to the dedication of teachers in making learning individually relevant in the global contexts in which they teach-to the extent that in the chapters international education appears as satisfying, real, and intimate as face-to-face classroom interaction.
• English for Specific Purposes
  English for specific purposes (ESP) opens up rich opportunities for English teachers and researchers in new professional domains. Whatever one's teaching context, these case studies offer much to learn about curriculum and course planning, implementation, and evaluation.
• Grammar Teaching in Teacher Education
  This volume documents ways in which teachers face their prejudices about grammar. It encourages them to consider diverse, innovative techniques for teaching grammar that go beyond the sentence to discourse. It emphasizes that understanding language requires understanding the context of its use.
• Intensive English Programs in Postsecondary Settings
  In Intensive English Programs in Postsecondary Settings, the authors--practicing teachers and course developers--explain how full-time English language programs are planned, taught, and managed in different parts of the world.
• Interaction and Language Learning
  Interaction is the pivot on which language learning turns. How people interact and how context affects interaction are of central interest to TESOL practitioners. This volume celebrates interaction as a central source of course content and structure.
• Journal Writing
  These chapters argue that through journal writing, language students and teacher learners increase their awareness of how they learn, thereby deepening their control over their own development. Dialogue journals help language learners and teacher learners develop the skills they need for personal and collaborative reflection. Through journal writing, the participants in these chapters teach and reinforce, create and communicate.
• Mainstreaming
  Mainstreaming entails teaching through and about a host culture while recognizing the heritage cultures and languages that learners bring with them. Writers in this volume celebrate the knowledge, skills, and practices of primary-, secondary-, and tertiary-level students whose first languages are not English, and examine procedures and processes that have supported these students as they learn to be full participants in the host culture.
• Teacher Education
  In this volume, TESOL teacher educators from around the globe look deeply and critically at the activities and experiences that constitute TESOL teacher education. These chapters capture the complexities of learning to teach and give us a framework for understanding teacher learning as a collaborative effort, a reflective process, a situated experience, and a theorizing opportunity.
• Content-Based Instruction in Primary and Secondary School Settings
  Content-based instruction (CBI) challenges English language educators to teach English using materials that learners encounter in their regular subject-area classes. This volume helps ESL and EFL teachers meet that challenge by providing them with creative ways to integrate English language learning with the content that students study at primary and secondary levels.

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