Overview

Although language teacher preparation programs expose future teachers to a variety of approaches, methods, and techniques, the transition from training environments to real classrooms is not a straightforward one. Navigating the English Language Classroom is designed to bridge the gap between the highly theorized view of the language classroom presented in language teacher preparation programs and the first years of teaching. Written in accessible language and filled with principled pedagogical practices, the chapters can be integrated into any teacher training program. Novice K–12 and post-secondary teachers can turn to Navigating the English Language Classroom as a self-study resource to help them navigate the first few years in their classrooms. Each chapter offers context; a case study; common concerns; and concrete, research-based practices that link theory to practice in an easy-to-access manner. Readers will learn how to face several challenges, including: lesson planning and delivery classroom assessment integrating technology into the classroom using corpora in the classroom establishing a professional identity

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9780472039111

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Reviews

"""This was a huge undertaking that fills a gap in the existing literature and was clearly written by teacher trainers who are in tune with their students. This book can serve as a very important resource not only for novice teachers, but also for teacher trainers of TESL, who can use the book in classes to help better prepare teachers-in-preparation before they go out in the field.""--Anna Joaquin, California State University, Northridge ""This ground-breaking text provides essential information for both new and experienced teachers. I found it particularly powerful to read the case studies, common concerns, and effective practices that appear in chapters to provide foundations for reflection and development of practices for the English language classroom and beyond. This book is a much-needed collection for teachers and teacher educators in need of resources to develop their knowledge base about effective practices in English language teaching.""--Luciana C. de Oliveira, Ph.D., Virginia Commonwealth University; Past President, TESOL International Association"

“This was a huge undertaking that fills a gap in the existing literature and was clearly written by teacher trainers who are in tune with their students. This book can serve as a very important resource not only for novice teachers, but also for teacher trainers of TESL, who can use the book in classes to help better prepare teachers-in-preparation before they go out in the field.” - Anna Joaquin, California State University, Northridge “This ground-breaking text provides essential information for both new and experienced teachers. I found it particularly powerful to read the case studies, common concerns, and effective practices that appear in chapters to provide foundations for reflection and development of practices for the English language classroom and beyond. This book is a much-needed collection for teachers and teacher educators in need of resources to develop their knowledge base about effective practices in English language teaching.” - Luciana C. de Oliveira, Ph.D., Virginia Commonwealth University; Past President, TESOL International Association

“This was a huge undertaking that fills a gap in the existing literature and was clearly written by teacher trainers who are in tune with their students. This book can serve as a very important resource not only for novice teachers, but also for teacher trainers of TESL, who can use the book in classes to help better prepare teachers-in-preparation before they go out in the field.” “This ground-breaking text provides essential information for both new and experienced teachers. I found it particularly powerful to read the case studies, common concerns, and effective practices that appear in chapters to provide foundations for reflection and development of practices for the English language classroom and beyond. This book is a much-needed collection for teachers and teacher educators in need of resources to develop their knowledge base about effective practices in English language teaching.”

Author Information

Lía D. Kamhi-Stein is Professor and Coordinator of the MA in TESOL Program at California State University, Los Angeles. Bahiyyih Hardacre is Associate Professor of TESOL at California State University, Los Angeles. Jeremy Kelley is Associate Director of the Writing Programs at the University of California, Los Angeles.

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