Handbook of Practical Second Language Teaching and Learning

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Preface
Acknowledgments
List of contributors
Part I: Learning contexts and language teaching
	Chapter 1: The changing landscape of English language teaching and learning
		Introduction
		What is education for?
		Forces for change
		Competency-based education
		The centrality of language to 21 st century education
		A seismic shift in the language teaching landscape
		The future of the profession
			Priority 1: Strengthen the status and visibility of the profession
			Priority 2: Redesign English language education programs to foster global engagement
			Priority 3: Mobilize leaders to confront and embrace the challenges and complexities of English language education
			Priority 4: Expand capacity for inclusive and comprehensive research
			Priority 5: Cultivate a culture of innovation that is responsive to global trends
		Is language teaching a profession?
			Advanced education and training
			Standards of practice and certification
			An agreed theoretical and empirical base
			Advocacy
		Conclusion
		Acknowledgements
		Bibliography
	Chapter 2: Second Language Literacy: Kindergarten to Grade 12
		Introduction
		Defining Literacy
		Second Language Defined
		First Languages
		Second Languages
		Second Language Literacy
		Chinese: Second Language Literacy
		Spanish: Second Language Literacy
		English: Second Language Literacy
		India: Second Language Literacy
		Africa: Second Language Literacy
		Europe: Second Language Literacy
		Programing Code: Second Language Literacy
		Multiliteracies: Second Language Literacy
		Second Language Literacy Instruction
		Suggestions for L2L Instruction
		Conclusion
		References
	Chapter 3: Teaching L2 Academic Language in K-12: A Contextual and Developmental Perspective
		Definitions and Relevance for Instruction
		Conceptual Framework
		Instruction: Content and Practice
			Curricular Content
			Language and Literacy Content
			Practice
				Instructional Practices that Address Attitude toward Minoritized Students and their Languages
					Use and Exploration of Students’ Native Language
					Exploration of Contextual Factors
				Explicit and Gradual Instruction of New Aspects of Language and Literacy: SFL Genre Pedagogy Units of Writing
				Critical View of School Language and Curricular Choices
		Conclusion
		References
		Children’s Books Used to Extract Language Examples
	Chapter 4: English for Academic Purposes
		Important Traditions and Developments in EAP
			English for General or Specific Academic Purposes
			Needs Analysis
			Register and Genre Analysis
			Exploratory, Awareness-Raising Pedagogy
			Academic Literacies and Critical EAP
			Curriculum and Materials Development
			Transfer of Learning
		Current Controversies in EAP
			Assimilationist and Pragmatic Ideologies of EAP
			Plurality of Norms in EAP
			Writing for Publication
			Multimodality and New Genres
		Future Directions of EAP
		References
	Chapter 5: English for Specific Purposes: Classroom Needs Analysis
		Purpose
		Important Developments in NA
			How Does NA Fit into L2 Teaching?
			Is Classroom NA a New Idea?
			Why You Should Do NA in Your Classroom
		Preliminary Considerations in Classroom NA
			Deciding What NA Tools to Use
			Deciding What Sources of NA Information to Use
				Student Involvement
				Teacher Reflection
				Other Sources of NA Information
				Interactions Between Sources of Information
			Deciding What NA Information to Examine
		Steps to Consider Taking in Your NA
			Step 1: Keeping Up with the Literature
			Step 2: Starting with Class Discussions and Interviews
			Step 3: Integrating NA into the Class Schedule
			Step 4: Using Questionnaires to Find Out How Widely Student Views Are Held
			Step 5: Analyzing NA Information
				Analyzing Your Qualitative Information
				Analyzing Your Quantitative Information
				Looking at the Whole Picture
		Conclusion
		Appendix A: Additional Example Items on Why Students Are Studying English
		Appendix B: Additional Example Items for Classroom Activities
		Appendix C: Additional Topics for Discussions, Interviews, and Questionnaires
		Notes
		References
	Chapter 6: Teaching English to young learners
		Introduction
		Technology use with YLs
			Challenges and implications for practice
		Young learner pedagogy
			Songs
			Stories
			Drama
			Combining activities
			Challenges and implications
		Languages in the YL classroom
			YLs’ characteristics and classroom language use
			Implications for practice
		Conclusions
		References
	Chapter 7: English as a lingua franca
		Introduction
		ELF in action
		Strategies adopted by ELF users
			Listener strategies
				Lexical anticipation
				Lexical repetition
				Lexical suggestion
				Lexical correction
				The ‘Let it Pass’ strategy
				The ‘Don’t Give Up’ strategy
				The Request Repetition strategy
				The Participant Paraphrase strategy
			Speaker strategies
				The Speaker Paraphrase strategy
				The Spelling out the Word strategy
				Make the Topic Explicit strategy
		An ELF-approach to the teaching and learning of English. What does this mean?
		If an ELF-approach is so good, why don’t more teachers adopt it?
		Conclusion
		Notes
		References
Part II: Curriculum and instruction
	Chapter 8: Curriculum in language teaching
		Introduction
		Dimension 1: Curriculum planning
			Needs assessment
			Context analysis
			Guiding principles
			Determining the goals of the curriculum
			Developing the syllabus
			Choosing or developing materials
			Assessment and evaluation
		Dimension 2: Curriculum enactment
		Dimension 3: Curriculum evaluation
		Conclusion and future directions
			Shift to content-based curriculum
			Preparing teachers to become curriculum thinkers
		Note
		References
	Chapter 9: Materials Development for Language Learning: Ways of Connecting Practice and Theory in Coursebook Development and Use
		Introduction
		Second Language Acquisition Research (SLA) and Materials Development
			SLA Research Relevant to Materials Development
			Suggested Applications of SLA Research to Materials Development
				Principles for Application
		Current Practice in Materials Development
		Reasons for the Mismatch Between Practice and Theory
		Ways of Connecting Practice and Theory
			Connections When Developing Materials
			Connections When Adapting Materials
				Teacher Adaptations
				Making Small Changes
					Performing the Coursebook
					Readiness Activities
					Extension Activities
					Personalising
					Challenging Creativity
		Future Directions
			Likely Future Directions
			Ideal Future Directions
		References
	Chapter 10: Content-Based Instruction: Innovations and Challenges
		Key Developments in CBI
		CBI Programs Illustrated
			Mainstream Elementary Instruction for English Learners
			Collaboration of English and Content Teachers in EMI Secondary STEM Instruction
			Hybrid Adjunct Model for University Students
			Theme-based and EMI Curriculum
			Theme-based Course for U.S. Intensive English Program
		Other Important Developments
		Conclusions and Future Directions
		Notes
		References
	Chapter 11: Corpus uses in language teaching
		Introduction
			Data-driven learning and corpora in the L2 classroom
		Trends and issues
			Effectiveness of using corpora in the L2 classroom
			Hands-on and hands-off approaches
			Corpora in the classroom with young L2 learners
			Types of classes effectively integrating corpora
		Challenges and solutions
		Summary of current practices
			Practical examples: MOOCs and short-term online courses for learners and classroom activities
		Conclusion
		References
	Chapter 12: Computer Assisted Language Learning
		Statement of Purpose
		Traditions in CALL
			Foundational Perspectives and Paradigms
		Trends
			Open Educational Resources (OERs)
			Mobility
			Digital Worlds and Rewilding Learning
		Controversies
		Privacy, Tracking and Student Rights
		Current Trends and Emerging Contexts
		Corpora, Big Data and Data-Driven Learning
			AI and Automation
			Robots, AI and Automation
		Conclusion
		References
	Chapter 13: Digital literacies and language learning
		Introduction
		Multimodality and heteroglossia
		Connectivity and interactivity
		Games and play
		Mobility and materiality
		Translanguaging and transliteracies
		Posthumanism and platform capitalism
		Conclusion
		References
	Chapter 14: Teaching Online: Design for Engagement
		Introduction
		Basic Definitions
			Online Elements
				Written Presentation
				Video Presentation
				Audio Presentation
				Discussion
				Assessment Elements
			Online Formats
				Web-based/Asynchronous
				Video-based/Synchronous
				Hybrid/Flexible
				Massive Open Online Courses (MOOCs)
		Learning Management Systems (LMSs)
		Course Design
			Student Engagement
			Twelve Tips for Encouraging Online Engagement
				Fostering Cooperation and Collaboration
				Instructor Presence
		Student Motivation and Autonomy in Virtual Spaces
		Accessibility
		Developing Your Creativity, Competency, and Connections
			The Apprenticeship of Observation
		Dictionaries, Translation, and Self-Plagiarism
		Conclusion
		References and Further Reading
	Chapter 15: Professional Learning through Professional Development for Second Language Teachers
		Research on Language Teacher Education and Professional Development
		Perspectives on PD
		Purposes of PD
		A Framework for Professional Development
			Applied Science Model
			The Craft or Mentoring Model
				Peer-to-Peer Coaching
				Cooperative Development
			Reflective Teaching Model
				Teaching Journals
				Practitioner Research
		Professional Learning Communities
			The Climate of a School, Program, or Institution
			The Role of Administrators in PD
		Online Language Teacher Education (OLTE) and Online PD
		Conclusions and Future Directions
		References
Part III: Listening and speaking
	Chapter 16: Teaching listening: Dichotomies, choices and practices
		Purpose and focus
		Listening within the field of language teaching and learning
		Developments, trends and traditions
		Current practices: a pragmatic, informed approach
			One-way or two-way listening
			Comprehension approach
			Pre-, while- and post-listening
			Focus on the speech signal
			Strategy-focused models
			Teaching materials for listening
			Feedback and assessment
		Future directions
		Conclusion
		References
	Chapter 17: Second language listening
		Introduction
		Linguistic processing
			Phonological processes
				Segmental processes
				Assimilation
				Vowel reduction
			Supra-segmental processes
			Word recognition
			Syntactic processing
				Propositional models
		Semantic processing
			Knowledge activation
			Comprehension building
			Inferencing
		Pragmatic processing
			Situational framing
			Inferring speaker intention
			Providing a personal response
				Weighing affective involvement
				Formulating a response
		Best instructional practices for developing L2 listening
		References
	Chapter 18: Teaching Speaking to Language Learners in the 21st Century
		Introduction
		Theoretical Concepts That Underpin Teaching Speaking
			Comprehensible Input
			Comprehensible Output
			Speaking as Skill Acquisition
			Sociocultural Theory
			Form-focused Instruction
		Approaches to Teaching Speaking
		Pronunciation Instruction
		Planning Lessons and Designing Curriculum for Teaching Speaking
		Language Teacher Education
			Linguistic Knowledge
			Teacher Beliefs
			Established Classroom Practices
		Responding to Spoken Language
		Interaction in the Classroom
			Group Dynamics
			Activities to Promote Speaking
				Discussions
				Brainstorming or Conferencing
				Information Gap
				Interviews
				Story Retelling
				Roleplaying
		Future Directions/Conclusion
		References
	Chapter 19: Teaching speaking in L2 contexts
		Introduction
		Speaking as a product and process
		Speaking competence
		The role of speaking in second language development
		Approaches to teaching speaking
			Speaking tasks
		Conclusion and future directions
		References
	Chapter 20: Effective pronunciation teaching
		What is effective L2 teaching practice?
		Recommendations from the pronunciation literature
		Reconciling theory and practice
			Principle #1: Pronunciation instruction requires specialized knowledge, expertise, and commitment
			Principle #2: Accent and intelligibility are not directly correlated
			Principle #3: The guiding goal of pronunciation instruction is that of comfortable intelligibility, not accent eradication
			Principle #4: The various aspects of pronunciation deserve differential attention in the classroom
			Principle #5: Both segmental and suprasegmental issues are critical to L2 phonological acquisition
			Principle #6: Perception and production are inextricably linked
			Principle #7: Teaching pronunciation is fundamentally different from teaching other skill areas
			Principle #8: Feedback is critical
			Principle #9: Numerous factors play a role in our learners’ acquisition of pronunciation
			Principle #10: Knowledge of the learner’s L1 is extremely helpful in teaching pronunciation but cannot predict all areas in which learners will have difficulty
			Principle #11: Exposure to authentic language is critical
			Principle #12: Learners benefit from multimodal learning
		Future directions
		References
	Chapter 21: Pronunciation and technology
		Introduction
		Focus of this chapter
		Pronunciation within the context of L2 teaching and learning
		Technology related to language learners
			Perception
			Production
			Teacher preparation
		Feedback
			Visual feedback
			Visualization for segmental features
			Visualization for suprasegmental features
		Automatic Speech Recognition (ASR)
		Synthesized voices as feedback
		Future directions
		References
Part IV: Reading and writing
	Chapter 22: Teaching and learning English spelling
		Introduction
		The nature of English spelling
			History
			Alphabetic spelling
		Not all words are equally important
			High frequency words
			Academic Word List
			Technical words
			Low frequency words
		Five strategies for English spelling
			Phonological strategy
			Morphological strategy
			Etymological strategy
			Analogical strategy
			Visual strategy
		Tips for teaching English spelling
			Familiarity with the Roman alphabet and left-to-right spelling
			Handwriting
			Technology
			Phonological awareness
			Sequence for teaching spelling
			Useful words
			Word games
			Extensive reading
			Integrating spelling with vocabulary teaching
			Testing spelling
		Conclusion
		Answers
		References
	Chapter 23: L2 Writing: Toward a Theory-Practice Praxis
		Introductions
		L2 Writing Research as Theory-Informed Endeavors
			Evolving Theoretical Views on Writing
				Product-oriented Writing
				Process Writing
			Genre as Theory and Pedagogy
			Genre as Pedagogy
			Centrality of Social Context
			Culture and Rhetoric
			Written Corrective Feedback
		Conclusion and Future Directions
		References
	Chapter 24: Feedback on L2 Student Writing: Current Trends and Future Directions
		A Brief History of L2 Response Research
			Written Teacher Feedback
			Teacher–Student Writing Conferences
			Peer Feedback
			Error Correction or Written Corrective Feedback (WCF)
			Technology and L2 Writing Feedback
		Current Practices in Response to L2 Writing
			Sources and Timing of Feedback
			Feedback Priorities
			Feedback Characteristics
			Praise and Criticism
			Designing Peer Feedback Tasks
			Guidelines for Teacher–Student Writing Conferences
			Following Up Feedback
			Instructor Engagement in Feedback to Student Writers
		Summary
		Future Directions for Response to L2 Writing
			Studying Teachers
			Examining Student Engagement
			Response and Technology
		Concluding Thoughts
		References
	Chapter 25: Principles for Reading Instruction
		Foundational Principles for Teaching Reading Comprehension
			Principle #1: Ask Students to Read a Lot and Read Often
			Principle #2: Have Students Read and Re-read for Well-defined Purposes
			Principle #3: Incorporate Deliberate Practice into Reading Curricula
			Principle #4: Promote Discussion Among Students About Text Comprehension
			Principle #5: Build Student Motivation to Read
		Reading-Skills Development Principles
			Principle #6: Teach (Not Test) Main-Idea Comprehension
			Principle #7: Make a Commitment to Vocabulary Teaching and Learning
			Principle #8: Raise Students’ Discourse-Structure Awareness to Improve Reading Comprehension
			Principle #9: Promote Reading Fluency for Improved Reading Comprehension
			Principle #10: Train Students to Be Strategic Readers
		Instructional-Design Principles
			Principle #11: Structure Reading Lessons Around a Pre-reading, During-reading, and Post-reading Framework
			Principle #12: Select and Adapt Texts to Support Students’ Comprehension Development
			Principle #13: Address Students’ Digital-Literacy Skills
			Principle #14: Connect Reading to Writing to Prepare Students for Academic Tasks
			Principle #15: Assessment for Learning is Key for Students’ Reading Development
		Conclusion
		References
	Chapter 26: Building a Convergent Model of the Interlanguage Reading System
		Universals of L1 Reading
			Universal Reading Principles
				Acculturation
				Phonology
				Mapping
				Word Recognition
				Implications
			Universal Processing Strategies
				Holism
				Analysis
				Implications
		Three Acquisition Models of L1 Reading
			The Linguistic Infrastructure
				WM Strategies
				Implications
			Neural Networks
				Implicit or Statistical Learning
				Implications
			Codes in a Concordance
				Codes
				Concordance
				Priming
				Implications
		Distinctive Features
			Rhyme Awareness
			Phonemic Awareness
			Graphemic Awareness
			Implications
			Focus on Forms
		Transfer: Estimating Interference and Facilitation
			System Assimilation or Accommodation
			Strategic Availability
			Implications
		Playing Scrabble
		References
	Chapter 27: Extensive reading
		How does extensive reading fit the curriculum?
		Key concepts in extensive reading
		Review of current practices and innovations
		So why is extensive reading not yet mainstream?
		Conclusion
		Note
		References
Part V: Vocabulary and grammar
	Chapter 28: Teaching and learning vocabulary
		Providing a balance of learning opportunities through the four strands
		Vocabulary learning through meaning-focused input
			Extensive reading
			Extensive listening
		Vocabulary learning through meaning-focused output
		The deliberate learning of vocabulary
		Vocabulary learning through fluency development
		Planning a vocabulary program
		Knowing where learners are in their vocabulary growth
		Autonomy and vocabulary learning
		Principles of vocabulary learning and learning conditions
		Activities for learning vocabulary
		References
	Chapter 29: Re-examining some conventional assumptions in vocabulary teaching: What can we learn from the research?
		Introduction
		Inferring meanings of new words from context is a useful strategy for vocabulary learning
			Implications
		It is helpful to present new words in lexical sets
			Implications
		It is important to teach prefixes and suffixes
			Implications
		Unknown vocabulary should be pre-taught before encountering a new reading or listening text
			Implications
		The use of the learners’ L1 should be avoided in vocabulary teaching
			Implications
		Vocabulary is best learned incidentally in the course of communicative texts and tasks
			Implications
		Conclusion
		Further reading
		References
	Chapter 30: Taking a practical approach to academic vocabulary in second language teaching and learning
		Introduction
		Important developments in vocabulary in EAP
			What do learners and teachers need to know about vocabulary in EAP?
			Why is academic vocabulary important?
		What can learners and teachers do to increase the knowledge and use of academic vocabulary in English?
			Measuring vocabulary knowledge as a first step
			Developing inferencing skills
			Working with available word lists on academic vocabulary
			Using resources for developing academic vocabulary knowledge: textbooks and dictionaries
			Making use of interactive tools
			Applying Nation’s (2007) Four Strands
		Future directions
		References
	Chapter 31: Teaching and Learning Multiword Expressions
		Introduction: Multiword Expressions of All Sorts
		Why Multiword Expressions Are Difficult to Learn
		Effective and Practical Teaching Techniques
			Learning to Notice
			Writing It Down to Remember
			Dictogloss
		Ineffective Teaching Techniques
		A Note on Teaching and Learning Multiword Expressions
		Selecting Multiword Expressions for Teaching
			Phrasal Verbs
			Teaching Speaking
			Teaching Writing
		A Final Note
		References
	Chapter 32: Teaching grammar for a purpose in academic writing
		Grammar in writing debates
		Grammar and information packaging
			Phrasal complexity vs. clausal complexity
		Other grammar constructions to consider
		Connecting and focusing across sentences
		Using sources in academic writing
		Summary and future directions
		References
	Chapter 33: The Grammar Choices that Matter in Academic Writing
		Introduction
		The Functional Approach to Academic L2 Literacy
		Teaching the Choices that Matter in Academic Writing
			Is There a General Academic Register?
			Analyzing the Language Needs of Academic Genres
		Conclusions and Future Directions
		References
Part VI: Intercultural communication and pragmatics
	Chapter 34: Principles of teaching intercultural communication in TESOL
		Introduction
		Intercultural communication and global TESOL
		Principles of intercultural communication
		Principles of TESOL practice for teaching IC
			Sense-making : Meaning – Relevance
			Recognition: Stable routine – Dynamic variation
			Accessibility: Simplification – Complexity
			Guidance: Models – Challenge
			Multimodality: Verbal – Visual
			Sociality: Collaboration – Autonomy
			Engagement: Interaction – Reflection
			Evaluation: Other-assessment – Self-assessment
		Conclusions
		References
	Chapter 35: Teaching and learning pragmatics
		Introduction
		What to teach: Definitions of pragmatic competence
			Knowledge of form-function-context mappings
			Interactional ability
			Learner agency
		How to teach: Methods and materials
			Teaching the knowledge of form-function-context mappings
				Explicit and implicit teaching
				Skill acquisition: Declarative and procedural knowledge
			Teaching pragmatics in interaction
				Role plays and simulations
				Computer-mediated communication
			Promoting learner agency in pragmatics instruction
				Learner agency in making pragmatic choices in context
				Learner agency in maximizing pragmatics-learning opportunities
		Summary and future directions
			Curriculum-based pragmatics instruction
			Task-based language teaching applied to teaching pragmatics
		References
Index