Introduction to TESOL : Becoming a Language Teaching Professional /: Becoming a Language Teaching Professional. (2021)

• Record Type: Book
• Further Information: Note: Kate Reynolds, Kenan Dikilitaş, Steve Close.
• Authors: Reynolds, Kate; Dikilitas, Kenan; Close, Steve
• Contents: Contents: Part 1 – Defining the Field 1. What is TESOL? This chapter will treat the field as a whole showing the various contexts and populations for instruction. It will highlight the domains that provide insights in how to teach, assess and research ELT. This chapter will provide basic acronyms needed by instructors in the field to situate their work and learn more about it. 2. How is TESOL an academic profession? This chapter will focus on professional engagement in the field of TESOL/Applied Linguistics that will be highlighted against a backdrop of the history and development of the field. Information about the politics of language in various contexts will be included so that readers understand that many decisions made about language teaching and learning are political, social and cultural and why they are. Some discussion on advocacy for the profession will be included. Part 2—How does TESOL interact with schools worldwide? 3. With whom and where do those prepared in TESOL work? Chapter 3 will explore contexts and the variations of instruction and assessment that occurs in response to cultures, population and needs. Practical skills of planning and lesson delivery as well as classroom-based assessments will be interwoven throughout the chapter. 4. Why are ESL, or language learning, programs considered outside of the academic core? Why is TESOL treated as a remedial topic in some places? This may not be a separate chapter, but the topic is essential, because many educators experience the marginalization and lack of financial support that results in the erroneous beliefs that the field is remedial or outside of the academic core. The authors will posit that additional language learning and learning academic content topics through another language require a great deal more cognitive ability, commitment, time and resources than learning exclusively in one lack. We hope that this information will provide readers with arguments they can use to advocate for their learners. Part 3—Why to TESOL Educators Teach the Ways They Do? 5. What are the various areas of linguistics and how do they help TESOL educators? Why do TESOL educators need a working understanding of linguistics? Includes: Descriptive Linguistics (Semantics, Syntax, Phonology, Morphology, Pragmatics, Discourse); Functional Linguistics; Neurolinguistics; Sociolinguistics 6. What are the various areas of second language acquisition theory and how they guide instruction? Why do TESOL educators need a working understanding of SLA? Includes: Second language acquisition; Social factors; Interactional studies; Discourse studies; Cultural studies; Do TESOLers need to speak the languages of their students? etc. Part 4—How does TESOL engage in professional development? 7. Sharing professional knowledge (where, how and why) Includes: Professional organizations & membership; International level; National/Affiliate level/State level; Interest specific (e.g., CALICO, International Language Testing Association, etc.); etc. Part 5 - Conclusions 8. What are the current situations in TESOL and new directions to be taken? 9. How the field needs to develop to address new and future needs? 10. Advocacy about professionalism and for the profession
• Edition: 1st
• Publisher Details: Wiley-Blackwell
• Publication Date: 2021
• Extent: 1 online resource (432 pages)
• Languages: English
• ISBNs: 9781119632719
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.