Category: Books

Young L2 learners’ narrative discourse: Coherence and cohesion (Multilingualism and Language Teaching Book 3). How do text / discourse skills develop with second language learners? The present monograph deals with this largely unanswered question in relation to early language learning. It examines narrative texts by elementary school students participating in an English-language immersion program in Germany, an intensive form of CLIL or bilingual instruction. Starting from a psycholinguistic model of discourse production, the present volume looks at the development of the coherence of the narratives on the macro level of textuality and the development of cohesion at the micro level. The chosen analysis models are based on story grammar and cohesive means according to Halliday and Hasan (1976). The volume is one of the first studies on coherence and cohesion in second language acquisition and the only such study to date in the context of early foreign language teaching. The main target groups are linguists who are interested in language acquisition, early childhood narratives, text / discourse linguistics, as well as specialist didactics teachers who are interested in early foreign language classes and bilingual classes.

This book fills a long standing need for a  Cognitive Grammar: A Basic Introduction that is current, authoritative, comprehensive, and approachable. It presents a synthesis that draws together and refines the descriptive and theoretical notions developed in this framework over the course of three decades. In a unified manner, it accommodates both the conceptual and the social-interactive basis of linguistic structure, as well as the need for both functional explanation and explicit structural description. Starting with the fundamentals, essential aspects of the theory are systematically laid out with concrete illustrations and careful discussion of their rationale. Among the topics surveyed are conceptual semantics, grammatical classes, grammatical constructions, the lexicon-grammar continuum characterized as assemblies of symbolic structures (form-meaning pairings), and the usage-based account of productivity, restrictions, and well-formedness. The theory’s central claim – that grammar is inherently meaningful – is thereby shown to be viable. The framework is further elucidated through application to nominal structure, clause structure, and complex sentences. These are examined in broad perspective, with exemplification from English and numerous other languages. In line with the theory’s general principles, they are discussed not only in terms of their structural characterization, but also their conceptual value and functional motivation. Other matters explored include discourse, the temporal dimension of language structure, and what grammar reveals about cognitive processes and the construction of our mental world.

Teaching Intercultural Competence Across the Age Range: From Theory to Practice. Focusing on the teaching and learning of intercultural communicative competence in foreign language classrooms in the USA, this ground-breaking book is the first to describe in detail how teachers, supported by university educators and education advisers, might plan and implement innovative ideas based on sound theoretical foundations. In the section “ESL Teaching books” this is a key book.

Arguably, teachers need two kinds of knowledge: declarative and procedural. Declarative knowledge is propositional, and includes information and propositions. Teachers have declarative knowledge of, among many other things, curriculum, pedagogy, assessment, disciplines, pedagogical content and child development. Procedural knowledge, on the other hand, consists of knowing how to do something.

To complicate matters, reflection, enquiry and learning to be a professional are forms of knowledge, key to teaching, which have a declarative core and a procedural practice. The declarative core may be taught in a series of lectures, but only when knowing about reflection becomes ‘reflecting’ are the advantages of this knowledge generated. The same is true for enquiry and professionalism.

However, the issue is even more complex. Firstly, the distinction between declarative and procedural knowledge seems neat only because the level of abstraction is so high. Even those content-rich knowledges just mentioned do not contain all that needs to be known.

Secondly, the concept of a ‘teacher knowledge base’ is a contested one. Some regard it as being impossible to specify (Kincheloe 2004; Edwards, Gilroy, & Hartley 2006).

Thirdly, the distinction gives rise to misunderstanding because it appears to express underlying assumptions about ‘theory–practice divides’ which occur in space and time. Spatially, theory is associated with university/college, and practice with school. In time, theory is more associated with the initial stage and less with continuing learning.

Fourthly, although the two types of knowledge and their interrelationships are complex, governments tend to believe that teaching is common sense. In 2006, some frustrated teacher educators argued, ‘it is not possible to find an objectivist [that is, declarative] knowledge-base for teacher education and [practitioners should] recognize that the one that is currently policed in England by Ofsted is a fiction enforced by political fiat’ (Edwards, Gilroy, & Hartley, 2006, p.50).

After reading “Teaching Intercultural Competence” you can check important issues for ESL teachers on the section PDFs, and visit my YouTube channel.

Living Languages: An Integrated Approach to Teaching Foreign Languages in Primary Schools. Living Languages comprises eight chapters and is structured around the integrated classroom, merging language learning with different aspects of the wider curriculum such as multimedia, performance, celebrations and festivals, creativity and alternative approaches to teaching languages. A DVD is also included with the book containing additional teaching materials and the associated films and audio recordings which make this a fully-developed and effective teaching resource. In the section “ESL Teaching books” this is an okay book.

Teaching Oral Communications: A Methodological Framework: A Methodical Framework (Applied Language Studies). The aim of this book is to bridge the gap between the theory and practice of teaching language for communication. It is written primarily for teachers who wish to adopt a communicative approach and would like to reflect on the principles that underlie it. The book begins by discussing the theory of language which underpins the communicative curriculum, viewing language as a structural system whose main function is to enable communication to take place. It goes on to present two apparently conflicting accounts of language learning – as a form of skill learning and as a natural process developing through exposure and use. Littlewood explores how these two forms of learning might be integrated into one framework which can then form the basis of a methodology for teaching communication skills. In the final part of his book he draws up the framework of this classroom methodology and concludes by considering what must permeate this methodology if learners are to be fully involved in the learning that goes on in the classroom.

Learning Another Language Through Actions. Learning Another Language Through Actions (New 7th edition) by Dr. James J. Asher, prize-winning writer, researcher and teacher. It demonstrates step-by-step how to apply the Total Physical Response (known worldwide as TPR) to help children and adults acquire multiple languages ​​without stress. It includes 150 hours of classroom-tested TPR lessons which can be applied to any language. Answers more than 100 frequently asked questions about TPR. Contains a behind the scenes look at how TPR was discovered in 20 years of research funded by grants to Dr. Asher from the Office of Education, the Office of Naval Research, the Department of Defense, and the State of California. In the section “ESL Teaching books” this is an okay book.

Summer Reading: Program and Evidence. Inspired by school-established summer reading camps designed to help struggling readers, Dr. Fay Shin and Dr. Stephen Krashen have built a research-based plan to guide schools in replicating this successful strategy. Written in a friendly style by two top scholars in literacy and ESL, Summer Reading: Program and Evidence provides a framework rooted in scientific data supporting how these programs succeed. By including standardized test scores as well as personal reflections from teachers and students on building effective summer reading camps, the authors motivate teachers to help students excel beyond the traditional classroom, promoting success from one year to the next.

Teaching Foreign Languages in Schools The Silent Way. This unconventional method was developed alongside Afro hairstyles and platform shoes back in the 1970s by mathematician (yes, we said mathematician) Caleb Gattegno. It was based upon ideas outlined in his book “Teaching Foreign Languages in Schools the Silent Way,” published in 1963. Like most cultural events of the 60s and 70s, it was a reaction to previous approaches and methods that were considered excessively rigid and constricting. In the section “ESL Teaching books” this is a good book.

Suggestopedia and Language: Variations on a Theme. Studies suggest that Suggestopedia and its adaptations alleviate stress and improve focusing and memorization. This text examines the methods for unconscious assimilation, in particular Suggestopedia, its variants, its adaptations, and its background elements.

Intro to Suggestopedia: Pocket Therapist’s Guide paperback. Suggestopedia is a learning / teaching technique based on Dr. Lozanov’s very early 1965 studies, long before what would later become the legacy, career and life’s work spent mentoring to students and teachers alike across the world, alongside his partner and wife, Dr. Evelina Gateva. Their combined efforts on the theory and practice of suggestion, would go on to trigger an accelerated learning movement in the West while imitators and usurpers tried to make a name for themselves off of Dr. Lozanov’s and Dr. Gateva hard work.