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Practice Resources

Bibliography for Administrators

by Rebecca Smith Murdock with contributions by Paul Abraham, Gregory Barnes, Eva Bowman, Pamela Couch, Cheryl Delk, Gene Halleck, Beverly Hartford, Christine Jensen, Mary A. Loewe, Carol Moder, Dennis Muchisky, Elizabeth Platt, Alexandra Rowe, Amy Tickle, and Linda Tobash.

This bibliography is primarily designed to provide an overview of various broad areas of concern to U.S.-based administrators, and to a lesser extent teachers, in ESL programs in higher education. It is not meant to serve as a reading list for advanced study in linguistics, applied linguistics, second language education, language program administration, and so on. Bachelor, Masters, and Doctoral degree programs in the theory and practice of English language learning and teaching exist around the world, and many excellent resources exist to support those degree programs. Therefore, the focus of this bibliography is to identify resources useful to program administrators.

Design

The categories for inclusion in this bibliography were determined by NAFSA's former Administrators and Teachers of English as a Second Language Section (ATESL). The bibliographers were asked to specify a limited number of the “important books for an international education professional who is relatively new to or less-well-informed about the field of English-as-a-second/foreign-language to read for background, an overview, and an awareness of the current issues in the field.” Important periodicals may also be included at the end of the list of books. No classroom textbooks for students’ use are included except for the ITA training category.

Academic English

Jordan, R.R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.

This comprehensive overview of the area of EAP includes readable and helpful discussions of the research and practice in EAP course planning (needs analysis, syllabus and course design, evaluation, methodology, and materials), EAP skills (EAP applied to instruction in reading, vocabulary, writing, research, note taking, speaking, and exam skills), and general concerns in EAP pedagogy. The appendices and reference list are especially helpful resources.

Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.

Written by one of the leaders in ESP, this book presents case-studies of non-native student writing in various academic areas and various genre-based teaching materials intended to help students improve their academic writing; the book provides a theoretical framework for analyzing, understanding, and integrating non-native writers into effective academic discourse.

Publications from the British Association of Lecturers in English for Academic Purposes (BALEAP):

Adams, P., Heaton, B., & Howarth, P. (Eds.). (1991). Developments in ELT: Socio-cultural issues in EAP. Hemel Hempstead: Phoenix ELT.

Hewings, M. & Dudley-Evans, T. (Eds.). (1996). Evaluation and course design in EAP. Hemel Hempstead: Phoenix ELT.

Administration of English Language Programs

Christison, M.A. & Stoller, F.L. (Eds.). (1997). A Handbook for Language Program Administrators. Burlingame, CA: Alta Book Center Publishers.

This comprehensive book covers the theory and practice of U.S.-based intensive English programs in the higher education context. Chapters written by current IEP directors remain practical and pragmatic as they discuss the nature of IEPs, the multiple roles of the IEP administrator as leader, promoter, organizer, and visionary, and principles and resources for program administrators.

Markee, Numa. (1997). Managing curricular innovation. Cambridge: Cambridge University Press.

Markee states that the book is written from the perspective of an ESL program director; however, the theoretical framework for the introduction and implementation of change that she develops in Part I of the book can be applied to any language education situation. In Part II, she describes and analyzes the Curricular and Teacher Innovation (CAT) Project, a model for organizational change in language education contexts. Part III consists of nine principles of curricular innovation which have emerged from her research principles (such as “innovation is an inherently messy, unpredictable business” that ring true for anyone who has participated in curricular innovation.

Pennington, M. (Ed.). (1991). Building better English language programs: Perspectives on evaluation in ESL. Washington, DC: NAFSA: Association of International Educators.

Divided into four parts -- Approaches to ESL Program Evaluation, Evaluating Curriculum Process and Content, Assessing Noninstructional Aspects of the Program, and Reviewing the Performance of teachers and Administrators the book provides instruction in how to design and implement curriculum, placement of students, student services, student recruitment, and evaluation tools for faculty and staff. Integral to each chapter is also instruction in how to evaluate the efficacy of each system of serve. The book is easy to read and consistently well written.

Stoller, F.L. (1995). Managing intensive English program innovations. Washington, DC: NAFSA: Association of International Educators.

In this relatively short publication, Stoller describes the theory process, hindrances to, and ways to achieve success in the introduction of change into intensive English program. The information is important and immediately useful for any ESL program administrator.

White, R., Martin, M., Simson, M., & Hodge, R. (1991). Management in English language teaching. Cambridge: Cambridge University Press.

This British work provides ESL administrators with an introduction to management theory, marketing theory and strategies, and the principles and practice of financial planning and control. Throughout, the business principles are put into the context of an English-language instruction, with excellent illustrative charts, forms, and models. However valuable, because of its compactness and detail, the book is sometimes slow reading.

Computer-Aided Language Learning

Boswood, T. (Ed.). (1997). New ways of using computer in language teaching. Alexandria, VA: TESOL.

This collection of essays by practitioners ties new technology to pedagogy. The latest technology is important in this volume based on its demonstrable usefulness in language learning strategies. Activities move from easy to complex, with sections on word processing, desktop publishing, e-mail, MOOs, the World Wide Web, multimedia, concordance, and other applications.

Dunkel, P. (Ed.). (1991). Computer-assisted language learning and testing: Research issues and practice. New York: Newbury House/Harper Collins.

With the proliferation of computers in ESL classrooms, it is increasingly important for ESL educators to evaluate the impact of CALL on student learning. This book provides an overview of research on a number of CALL issues, including the effectiveness of computer-based learning, the types of interaction engendered by CALL materials, and the use of computer-adaptive testing in language classes. The book also reviews quantitative and qualitative approaches to examining the relationship between computer-based learning and second language acquisition.

Pennington, M. (Ed.). (1996). The power of CALL. Houston, TX: Althestan.

This book provides a comprehensive overview of the field of computer-assisted language learning (CALL). Consisting of nine chapters written by leading CALL authorities, the book deals with software design, hypermedia, computer networks, and a review of CALL research. There are also chapters on computer-facilitated reading, writing, and speaking in a second language. With its balance of theoretical background and practical information, this book is an excellent resource for ESL educators.

Warschauer, M. (1995). E-mail for English teaching. Alexandria, VA: TESOL.

Appropriate for both novice and experienced Internet users, this book is designed to help ESL teachers incorporate internet technology into their classes and their professional communication. The first chapter provides a brief history of e-mail and the hardware and software necessary to gain access to it. Additional chapters present a wide range of activities and ideas for implementation. The book also includes an extensive bibliography, list of contacts, and glossary of terms.

Warschauer, M. (Ed.). (1995). Virtual connections. Honolulu, HI: University of Hawaii Press.

This book is a collection of activities to help language instructors utilize computer networking technology in their classrooms. Foreign and second language instructors contributed classroom activities and projects for the use of e-mail, the World Wide Web, computer conferencing, online resources, the MOO, and bulletin boards. Each activity includes a context, description, and instructor’s evaluation. The book provides numbers of creative and effective ways to make use of electronic communication technology.

Publication of the Association for the Advancement of Computing Education (AACE). Educational technology review: International Forum on educational technology issues and applications.

Content-Based English Language Learning

TESOL: Benesch, S. (Ed.). (1988). Ending remediation:Linking ESL and content in higher education. Alexandria, VA: TESOL.

In eight insightful chapters, ESL professionals describe innovative university-level, content-based ESL programs that involve ESL and content teachers, native and non-native students, administrators, and counselors.

Brinton, D., & Master, R. (Eds.). (1997). New ways in content-basted instruction. Alexandria, VA: TESOL.

Part of the “New Ways” series, this collection describes activities for elementary, middle, and high school instruction as well as university-level theme-based, sheltered, and adjunct courses. The book is designed to provide information, ideas, and activities for teachers, administrators, teacher-educators, and materials developers.

Brinton, D.M., Snow, M., & Wesche, M.B. (1989). Content-based second language instruction. Boston: Heinle & Heinle.

This text provides a general overview of the rationale behind content-base instruction at the post-secondary level. It presents teaching models of the three different approaches in content-based instruction: theme-based, sheltered, and adjunct. This information includes details about program design, student population, staff development, administrative issues, and program evaluation. These models are useful as an introduction for those teachers who are developing content courses as well as for people who may be involved in teacher training. An introduction to the implementation of content-based instruction, materials development, and a discussion of assessment is also included.

Chamot, A. & O’Malleym J. (1986). A cognitive academic language learning approach: An ESL content-based curriculum. Washington, DC: National Clearinghouse of Bilingual Education.

This book introduces the Cognitive Academic Language Learning Approach (CALLA), designed to help prepare LEP (limited English proficiency) students for mainstream classes and serves as a major resource for K-12 teachers interested in integrating content area and language instruction. The authors offer concrete suggestions and lesson plans for the integration of both language study and assessment in the areas of social studies, mathematics, and science.

Crandall, J.A. (Ed.). (1987). ESL instruction through content-area instruction. Englewood Cliffs, NJ: Prentice Hall Regents.

Crandall first provides a rationale for teaching language through school content, relying largely on the ideas of Krashen. Papers on specific content areas giving suggestions about ways the curricula may be adapted for the LEP student follow the introductory chapter. These areas are social students, math, and science and are aimed at the post-elementary level. Authors who are experts in these areas have submitted the papers.

Krueger, M. & Ryan, F. (1993). Language and content: Discipline- and content-based approaches to language study. Lexington, MA: D.C. Heath and Company.

This collection of papers deals with the topic of integrating foreign language study and academic disciplines the “discipline-based approach” in higher education. The fundamental premise behind this approach is that students can learn the content of an academic discipline while improving their foreign language proficiency at the same time. The articles are arranged in a sequence -- from broad-based to more specific schemes -- beginning with a look at the theoretical and research issues, a look at case studies of exemplary programs, and finally implications for instructional methods and materials.

Cross-Cultural and Intercultural Issues

Althen, G. (1988). American ways: A guide for foreigners in the United States. Yarmouth, ME: Intercultural Press.

Written clearly, plainly, and with many illustrations, this useful book is Althen’s attempt to “crystallize many ideas about the distinguishing aspects of American culture,” making it appropriate for use both with Americans and with foreigners. Part I presents general ideas about culture and American culture as it contrasts with other cultures. Part II discusses twenty specific aspects of American culture, and Part III offers information about “Coping with Cultural Differences” positively.

Bennett, M. (Ed.). (1998). Basic concepts of intercultural communication. Yarmouth, ME: Intercultural Press.

These series of articles are organized in a developmental sequence in order to provide a conceptual picture of the basic concepts of intercultural communication and to explore the complexities of intercultural relations. Articles include “time-tested classics” as well as more authors sharing contemporary views.

Damen, L. (1987). Culture learning: The fifth dimension in the language classroom. Reading, MA. Addison Wesley Publishing Co.

The author states that her book represents “syntheses of salient findings, theories, conclusions, and practice that shed light upon the relationship of language and culture learning.” The book is divided into two major sections with descriptive titles: (1) Theory, Research, and Practice in the Fields of Intercultural Communication and Second Language Learning/Teaching and (2) Practicum, theory in Practice. The book is a wonderful resource with its study and discussion questions, culture learning exercises, annotated bibliography, notes at the end of each chapter, and thorough appendices at the end of the book.

Heusinkveld, P. (Ed.). (1997). Pathways to culture: Readings on teaching culture in the foreign language class. Yarmouth, ME.

An anthology of essays grouped into eight sections, these essays provide both theory as well as practical ideas for incorporating culture into the language classroom.

Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.

The author uses an ethnographic framework to describe classroom cultures and the varying assumptions of teachers and students in different contexts worldwide. Holliday espouses ongoing action research to achieve teaching methodologies that are appropriate for varying cultural contexts.

Stewart, E. & Bennett, M. (1991). American culture patterns: A cross-cultural perspective. Yarmouth, ME: Intercultural Press.

Provides an analysis of American cultural patterns and values in four dimensions: activity, social relations, perception of world and perception of self. Also examines the cultural dimensions of communication and their affect on cross-cultural interaction.

Curriculum

Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Boston: Heinle & Heinle.

Readable, practical, and graphically accessible, this densely packed overview of the different phases and activities involved in developing and implementing an English language program curriculum could be a primary resource for a new ESL curriculum developer. Brown’s book is systematic, thorough, and compelling.

Dubin, F. & Olshtain, E. (1986). Course design: Developing programs and materials for language learning. Cambridge: Cambridge University Press.

Graves, K. (Ed.). (1996). Teachers as course developers. Cambridge: Cambridge University Press.

Graves presents and then analyzes the situations of six ESL/EFL teachers who developed courses in very different environments for different audiences and purposes worldwide. She relates the experiences of the course developers to her framework for course design and explains how the courses varied from the framework to meet particular needs.

Johnson, R. K. (Ed.). (1989). The second language curriculum. Cambridge: Cambridge University Press.

Nunan, D. (1988). The learner-centered curriculum. Cambridge: Cambridge University Press.

__________(1991). Syllabus design. Oxford: Oxford University Press.

White, R. V. (1988). The ELT curriculum: Design, innovation and management. Oxford: Blackwell.

Yalden, J. (1987). Principles of course design for language teaching. Cambridge: Cambridge University Press.

Yalden balances a practical manual for course design (data gathering, classroom procedures, materials selection, etc.) with an overview of various theoretical constructs that influence the design of language courses (discourse analysis, speech act theory, pragmatics, interactional analysis, etc.). The book presents a model for course design based on communicative rather than grammatical principles.

English for Specific Purposes

Castro, A.M. The English for specific purposes directory. Alexandria, VA: TESOL.

The names and background information of trainers in various areas of ESP are listed geographically. The listings were compiled using a 1994 database of TESOL members.

Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning centered approach. Cambridge: Cambridge University Press.

This book is a basic resource for ESP -- clear and practical. It provides an introduction to ESP (history, current branches, principles of course design, materials, methods, and testing) and emphasizes that all considerations in general language instruction pertain also to ESP.

Robinson, P. (1991). ESP today: A practitioner’s guide. Englewood Cliffs, NJ: Prentice Hall Regents.

This “practitioner’s guide” provides an overview of the theory and practice of ESP in the public and private sectors in a variety of locations; it examines the design and implementation of ESP courses, and it places ESP in the wider context of EFL and of educational management and training. The book is valuable as well for its bibliography.

Selinker, L., Tarone, E., & Hanzeli, V. (Eds). (1981). English for academic and technical purposes. Studies in honor of Louis Trimble. Cambridge, MA: Newbury House.

Grammar

Azar, B.S. (1989). Understanding and using English grammar, second edition. Englewood Cliffs, NJ: Prentice-Hall Regents.

Written for intermediate to advanced students, this book is the third in a series and is a staple reference for ESL teachers around the world. It is famous for its concise and accurate grammar rules in graphic boxes and its clear examples. With chapters organized according to structure, it also offers a variety of short-answer exercises and some activities for small groups.

Byrd, P. & Reid, J. (1998). Grammar in the composition classroom. Florence, KY: Heinle & Heinle.

Byrd and Reid provide a very logical approach to teaching grammar by beginning, as most teachers do, with actual student writing. By looking at student compositions, grammar teachers can find a practical method of solving grammatical problems, and these two authors show how to analyze what students have produced in order to help students correct their own problems. The text also offers some contrastive discourse analysis and considers different student learning styles.

Celce-Murcia, M. & Larsen-Freeman, D. (1983). The grammar book: An ESL/EFL teacher’s course. Florence, KY: Heinle & Heinle.

Celce-Murcia and Larsen-Freeman wrote this classic 800-page reference for ESL teachers. Each unit begins with a complex linguistic analysis of a structure, followed by specific, practical teaching suggestions with examples and brief exercises for students. The backbone of pedagogical grammars, this book should be included in every ESL teacher’s library.

Firsten, R. & Killian, P. (1994). Troublesome English: A teaching grammar for ESOL instructors. Upper Saddle River, NJ: Prentice Hall Regents.

Firsten and Killian present a grammar reference in a relaxed, conversational format. Using the inductive method of instruction, the authors first lead teachers to draw logical conclusions about the challenging complexities of the language that may not be addressed in other pedagogical grammars and suggest that students then follow the same logical steps of learning. Although the text is not comprehensive, the process of teaching grammar is emphasized, especially for low to intermediated ESL students. Here the emphasis is on those areas of the language that give students the most difficulty, the goal being to find a workable rule for students to remember. This text can be very helpful for new ESL teachers because with each troublesome grammar topic, the authors add teaching tips and very specific, practical applications.

Frank, M. (1993). Modern English: A practical reference guide, second edition. Englewood Cliffs, NJ: Regions/Prentice-Hall.

This text is a solid grammar reference for teachers of high-advanced students as it focuses on troublesome areas in English grammar with in-depth but clear analyses and explanations. Frank emphasizes rhetorical meaning and in notes distinguishes usage as informal or formal, British or American.

Woodward, S. (1997). Fun with grammar: Communicative activities for the Azar grammar series. Upper Saddle River, NJ: Prentice Hall Regents.

Woodward offers an important companion to the Azar grammar texts by providing teachers an expansive reference of interactive grammar games and activities for use in the classroom with a wide range of time requirements and complexity. The directions are clear and easy to follow, the accessories minimum. The theme throughout is to provide exciting, lively ways for students to practice the grammar they have learned.

International Teaching Assistant Training

Bailey, K.M., Pialorsi, F., & Zukowski/Faust, J. (Eds.). (1984). Foreign teaching assistants in U.S. universities. Washington, DC: NAFSA: Association of International Educators.

The classic of ITA-training reference books, this work has long been superseded in terms of its findings but retains validity as a primer on the varieties of ITA preparation courses and its identification of the three main areas in need of addressing: language, culture, and pedagogy. The book concludes with Bailey’s well-known “A Typology of Teaching Assistants.”

Bauer, G. & Tanner, M. (Eds.). (1994). Current approaches to international TA preparation in higher education: A collection of program descriptions. Seattle, WA: University of Washington Center for Instructional Development and Research.

The purpose and structure of this volume are made evident by its sub-title. Program descriptions of 48 universities are included. The editors “hope to highlight both the professional expertise of ITA specialists and ITA program features….” Supplementary sections include lists of standardized tests used in ITA programs, a bibliography and a directory of ITA programs.

Briggs, S.H., Aldridge, P., & Swales, J. (Eds.). (1990). The international teaching assistant: An annotated critical bibliography. Ann Arbor, MI: The English Language Institute, the University of Michigan.

This bibliography lists 111 papers, reports and presentations (broken down into the categories of surveys, administration and policy, testing, and training); 16 dissertations; and 10 manuals, textbooks, and videos. The introduction includes a citation analysis. An index of authors appears at the end of the book.

Madden, C.G. & Myers, C. (Eds.). (1994). Discourse and performance of international teaching assistants. Washington, DC: TESOL.

Described by the editors as the “first ITA volume devoted entirely to language and teaching research,” this book contains twelve articles under three headings: “Frameworks” (e.g., “Communicative Competence as a Theoretical Framework for ITA Education), “Discourse” (e.g., “Question-Based Discourse in Science Labs”), and “Interaction and Performance” (e.g., “ITAs, Interaction, and Communicative Effectiveness”).

ITA Resources and Textbooks

Byrd, P., Constantinides, J., & Pennington, M. (1989). The foreign teaching assistant’s manual. New York: Collier Macmillan.

Chapters: (1) Preparatory Activity; (2) Background to Teaching; (3) Hearing and Pronouncing American English; (4) Practice for Teaching; and (5) Observation.

Pica, T., Barnes, G.A., & Finger, A. G. (1990). Teaching matters: Skills and strategies for international teaching assistants. New York: Newbury House.

Chapters: (1) The University System in the United States; (2) Presenting Information to Students; (3) Communicating through Questions and Answers; (4) Working with Students on a One-to-One Basis; (5) Creating a Learning Environment; (6) Preparing to Work as a Teaching Assistant; (7) Preparing to Teach a Class; (8) Meeting Your Students for the First Time; (9) Testing and Grading; and (10) Growing as a Teacher.

Smith , J., Meyers, C.M., & Burkhalter, J.J. (1992). Communicate: Strategies for international teaching assistants. Englewood Cliffs. NJ: Regents/Prentice Hall.

Chapters: (1) Introducing Yourself; (2) Introducing a Syllabus; (3) Explaining a Visual; (4) Defining a Term; (5) Teaching a Process; (6) Fielding Questions; (7) Presenting a Topic of General Interest; (8) Beginning a Two-Part Presentation; (9) Continuing a Two-Part Presentation; and (10) Leading a Discussion.

Learning Styles and Strategies in ESL/EFL

Oxford, R. (1989). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.

This book gives detailed suggestions for strategies to be used by students in learning speaking, reading, and writing. The book provides models for setting up programs that recognize the importance of language learning strategies, and it includes a strategy-inventory for language learning for students to take.

Maggioli, G. (1997). Managing learning styles in the classroom. Alexandria, VA: TESOL.

In the TESOL Voices of Experience Series, this resource includes an audiotape, facilitator’s guide, activities and handouts for classroom use, background reading material, and a reference list for further reading.

Reid, J. (Ed.). (1995). Learning styles in the ESL/EFL classroom. Boston: Heinle & Heinle.

With contributions from leading ESL researchers (such as Bassano and Christison, Carrell, Oxford and Ehrman, Stebbins, and so on), this comprehensive volume looks at a variety of theories and issues involved in the study of learning styles. The book describes classroom activities that promote language learning by effective management of students’ various learning styles, and it includes some personal learning-style assessment instruments. The book is important reading for all ESL/EFL teachers.

Reid, J. (Ed.) (1997). Understanding learning styles in the second language classroom. Englewood Cliffs, NJ: Prentice Hall Regents.

Listening

Anderson, A. & Lynch, T. (1988). Listening. Oxford: Oxford University Press.

This book treats listening as communicative activity and as a language learning activity. The first section looks at what listening comprehension is, how it is related to other skills, and to what extent comprehension skills can be developed in the mother tongue (L1) or in a second or foreign tongue (L2). The section ends with a look at grading materials by input, task, and context. The second section looks at selecting listening input, judging the effectiveness of the input, and grading materials to make them fit the level. Finally, it presents samples from a listening program piloted with both L1 and L2 listeners. The last section is a series of tasks designed to get readers to try out their own tasks in their classrooms. The strength of this book lies in the thinking/discussion tasks provided in Sections One and Two in the teaching tasks provided throughout.

Brown, G. (1990). Listening to spoken English (2nd ed.). New York: Longman.

Written for teachers of English in a foreign language setting, this book debunks the myth that listening competence will automatically develop if teachers help students learn to produce spoken English in a precise and careful manner. It begins with a model of comprehension of spoken language. Following that, there is a careful description of how (1) ideas, segments, syllables, and words, (2) rhythm, (3) patterns of simplification, and (4) intonation feed into listening competence. This is followed by a discussion of paralinguistic features which signal the structure of spoken arguments. In the final chapter on teaching listening comprehension, a framework is laid out for understanding the listening comprehension process and for deciding how to approach teaching listening comprehension.

Flowerdew, J. (Ed.). (1994). Academic listening: Research perspectives. Cambridge: Cambridge University Press.

This book is a collection of original research papers examining issues in academic listening in a second language. It begins with an overview of research to date and then looks at how listeners process the information presented to them in lectures, examines the discourse of academic lectures, investigates how lecturers and listeners view the L2 academic listening process, and relates research practices to pedagogic situations. While this collection focuses on research, this does not mean the information is inaccessible. The projects described cover practical questions, and the research is presented in a manner that makes the issues, the findings, and the implications accessible to readers who are beginning to learn about listening comprehension.

Nunan, D. & Miller, L. (Eds.). (1995). New ways in teaching listening. Alexandria, VA: TESOL.

Grouped into seven major categories, practical activities from ESL practitioners focus on these areas: (1) Developing Cognitive Strategies (listening for main idea, details, predicting), (2) Developing Listening with Other Skills (speaking, pronunciation, vocabulary), (3) Listening to Authentic Material (helping students deal with pronunciation, stress, intonation, and register), (4) Using Technology, (5) Listening for Academic Purposes, (6) Listening for Fun (songs and relaxation activities), and (7) An Addendum on Planning and Troubleshooting in the listening process.

Rost, M. (1990). Listening in language learning. New York: Longman.

This work examines the role of listening in communicative competence as applied linguists might view it. Rost begins by characterizing listening and looking at issues involved in teaching listening. Beginning in this chapter and continuing throughout, Rost provides questions for discussion. Following this, he moves to auditory perception and linguistic processing. The chapter on listener inference looks at how listeners interact with texts and other speakers to derive meaning. He elaborates on the nature of interactional and transactional discourse. The next chapters focus on the development of and the assessment of the listening ability. The final chapter looks at listening in the language curriculum. Here Rost proposes that we analyze listening problems to design appropriate pedagogic tasks.

Methodology and Teacher Education/Training

Brown, H.D. (1994). Principles of language learning and teaching (3rd ed.). Englewood Cliffs, NJ: Prentice Hall Regents.

Brown presents a comprehensive survey of the theoretical foundations of foreign language teaching by drawing from interdisciplinary perspective of linguistics, psychology, and education. Chapters include an overview of language learning and teaching, first language acquisition, a comparison of first and second language acquisition, human learning, and the influence of cognitive, personality, and socio-cultural factors on language learning. “In the classroom” vignettes illustrate historical and contemporary teaching methods and approaches. Useful annotated bibliographies and topics/questions are included at the end of each section.

_______(1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.

The preface states that this book “helps teachers to build a repertoire of classroom techniques that are firmly embedded in well-established principles of second language acquisition.” Readable, engaging, and useful for both novice and experienced teachers, TBP combines step-by-step, practical pedagogy with explanations of theoretical vases for the practice.

Celce-Murcia, M. (Ed.). (1991). Teaching English as a second of foreign language (2nd ed.). Boston: Heinle & Heinle.

Extensively revised from the first edition published in 1979, this book of thirty-two chapters and more than five hundred pages provides a comprehensive introduction to the profession of teaching English to speakers of other languages. The book provides a historical and theoretical overview of the field by also includes important practical information. The volume lacks the coherence of the singe-author books, but its various authors provide crucial information for the ESL practitioner; some of the chapters (such as Skierso’s on “Textbook Selection and Evaluation) remain classics in the field.

Freeman, D. & Cornwell, S. (Eds.). (1993). New ways in teacher education. Alexandria, VA: TESOL.

Gathered from an international forum of teacher-educators, this collection of learning activities are designed for use with both teacher-trainees and practicing teachers. They cover a broad range of the teaching experience ranging from interpersonal dynamics, to cross-cultural awareness, to the use of audio-visual equipment. Each activity is described in general terms and then detailed in a step-by-step fashion.

Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York: Oxford University Press.

The book concisely presents the major English language teaching methodologies of the twentieth century: Grammar Translation, Direct Method, Audio-Lingual Method, The Silent Way, Suggestopedia, Community Language Learning, Total Physical Response, and the Communicative Approach. Each chapter details one method and describes a typical lesson. This is followed by a discussion of the principles underlying the method and also by a critical evaluation of its techniques.

Nunan, D. (1991). Language teaching methodology: A textbook for teachers. New York: Prentice Hall.

An excellent text for a methodology course, while it does not detail methods per se, it covers a wide range of language teaching procedures in all four-skill areas. It also examines classroom management, teaching and learning styles, and materials development. Each chapter contains exercises, discussion questions, and extensive transcripts of classroom and learner language.

Scarcella, R.C. & Oxford, R.L. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston: Heinle & Heinle.

The “tapestry” approach bases communicative, thematic, task-based teaching/learning on the learner’s individuality (age, ethnicity, learning style, strategies, motivation, developmental needs, and so on). The book is divided into three sections: Part One presents and overview of the Tapestry Approach. Part Two elaborates on differing learner-characteristics and types of assistance provided by teachers and peers to encourage communicative competence. Part Three describes how the Tapestry Approach works in teaching reading, writing, listening, speaking, grammar, and culture. As humane as it is rigorously researched, the book makes interesting, reading for novice or experience international educators.

Tarone, E. & Yule, G. (1989). Focus on the language learner. New York: Oxford University Press.

An excellent combination of the theoretical and practical, this book answers three main questions: What do learners need to know? What do they actually know? And how can we involve them in answering these questions? After a well-focused discussion of the concept of communicative competence, the authors focus on how to conduct a situation specific needs-analysis in which the learners are active participants. They discuss a variety of communicative tasks that can serve the dual purposes of assess and acquisition.

Multimedia in English Language Learning

Stempleski, S. & Tomalin, B. (1990). Video in action: Recipes for using video in language teaching. New York: Prentice Hall.

After providing an overview of the ways in which video can be integrated into an ESL class, this book goes on to provide a wealth of specific lessons. Each lesson describes the length and type of video segment to be used, the purpose of the lesson, the level of student for which it is appropriate, and the specific procedures which are recommended.

Pronunciation

Morley, J. (Ed.). (1987). Current perspectives on pronunciation. Alexandria, VA: TESOL.

An excellent collection of articles from prominent researchers and practitioners which provide an overview of the issues involved in teaching pronunciation using a communicative approach, as well as specific suggestions concerning the teaching of a full range of pronunciation features, ranging from individual sound segments to stress and intonation patterns.

Reading

Barnett, M.A. (1989). More than meets the eye: Foreign language reading. Englewood Cliffs, NJ: Center for Applied Linguistics and Prentice Hall.

Barnett meshes reading theory with practical classroom application in a clearly written comprehensive text. In Part I, she addresses theories and models in first and second language reading and the effects of reading strategies on comprehension. In Part II, the author focuses on application and practice, highlighting basic lesson plans and then several specific applications: text selection, testing, and monitoring of comprehension.

Carrell, P., Devine, J., & Eskey, D. (Eds.). (1988). Interactive approaches to second language reading. New York: Cambridge University Press.

This compilation of papers, authored by researchers in both first and second language reading provides a rich overview of reading processes along with theoretical and classroom applications. The first group of papers covers interactive models of reading generally. The second group covers the application of these models to second language reading. The third section focuses on empirical research conducted within an interactive framework; the fourth section addresses classroom implications and the application of these models to second language research.

Day, R.R. (Ed.). (1993). New ways in teaching reading. Alexandria, VA: TESOL.

This text is a resource book of classroom activities and exercises contributed by ESL and EFL reading teachers. The material is divided into activities for extensive reading, intensive reading, and oral reading. Topics in intensive reading activities the core of the book include ideas for pre-reading, organization and structure, skimming and rate, to name only a few. This text is practical and specific, offering classroom-based lessons that can easily enhance reading instruction in the ESL classroom.

Mikulecky, B.S. (1990). A short course in teaching reading skills. Reading, MA: Addison-Wesley.

Mikulecky offers a “how to” book of reading skills. Part I explores reading theory and the broader context of literacy. Part II briefly addresses pleasure of extended reading. Part III, the core of the text, focuses on teaching reading skills. Throughout this section, Mikulecky offers suggestions for specific classroom practice based on theory and practice. Her tone direct and clear will assist ESL teachers at any level to improve their ability to teach reading.

Nuttall, C. (1996). Teaching reading skills in a foreign language. Portsmouth, NH: Heinemann.

Nuttall divides this new edition of her book into three parts: (1) Introductory Information, (2) Reading Skills and Strategies, and (3) Planning and Teaching. Viewing the “teacher as reader” is central to this edition in the form of self-reflective activities throughout the text. These activities allow users of the book to reflect on their own reading processes. Also of interest to teachers are sections on text selection, planning, and testing, as well as reference texts, reading resources, and model lesson plans in the appendices.

Sociopolitical Concerns

Dicker, S. (1996). Languages in America: A pluralistic view. Multilingual Matters Ltd.

This book provides a vigorous response to alarmists who target immigrants from non-European countries and their languages as the source of much of the current societal malaise in the United States. Drawing on knowledge form the fields of linguistics, history, and sociology, the author presents a cogent argument for language diversity. The author explores the importance of native langue and debunks the mythology of the “melting pot” image of the U.S. She attacks common misconceptions about second-language learning, reveals the nativist roots of the official-English movement, and describes how other countries have dealt with language pluralism. Finally, readers are asked to imagine the U.S. as an open, pluralistic society in which language diversity plays an important, positive part.

Eggington, W. & Wren, H. (Eds.). (1997). Language policy: Dominant English, pluralistic challenges. John Benjamin Publishing Company.

This book covers language and language-in-education policies in English-dominant nations. It includes discussion of national values, local loyalties, pragmatic pressures, and pluralistic policies as well as the roles and responsibilities of ESL teachers in national language policies.

McKay, S., Hornberger, N., & Ricento, T. (Eds.). (1996). TESOL Quarterly, 30(3). [Special issue] Alexandria, VA: TESOL.

In a special-topic issue on language planning and policy (LPP), more than twenty authors share their views on language policy, ideologies, and planning both in the U.S. and around the world. Recognizing the growth of English world wide, this issue of the TQ explores the relationship between LPP frameworks and the role of ESOL professionals. The issue consists of full-length articles, brief reports, and reviews of books that deal with power, politics, and language rights. This TQ issue provides an in-depth introduction to the powerful relationship of LPP and English language teaching worldwide.

Pennycook, A. (1996). The cultural politics of English as an international language (language in social life). New York: Addison-Wesley Publishing Company.

Provides a thorough analysis of discourse and dependency in a changing world. Defines a pedagogy for teaching English as a worldly language.

_____(1998). English and the discourses of colonialism ((politics of language). London: Routlege.

Looks at the cultural constructs of colonialism and colonial language policy and the affect on the image of self and other.

Ricento, T. & Burnaby, B. (Eds.). (1998). Language and politics in the U.S. and Canada: Myths and realities. Lawrence Erlbaum Association.

A well-organized series of essays on topics such as language and demographic considerations, indigenous languages, national language policies, legal implications of official language policies, language rights, etc.

Tolefson, J. & Tribe, K. (1995). Power and inequality in language education. New Work: Cambridge University Press.

Compiles the research of twelve leading scholars who explore how language education reflects existing social, economic, and political inequalities, and how language policy is used to obtain and maintain power.

Techniques and Activities

Crookall, D. & Oxford, R. (Eds.). (1990). Simulation, gaming, and language learning. New York: Newbury House.

An excellent introduction to the principles of simulation and gaming as applied to language learning, this book includes a number of articles which discuss the rationale for using simulation and gaming activities in a language classroom and present step-by-step instructions for designing and implementing them.

Testing

Alderson, J.C., Kranke, K., & Stanfield, C.W. (Eds.). (1987). Reviews of English language proficiency tests. Washington, DC: TESOL.

More than forty ESL and EFL tests used in the U.S., Canada, The United Kingdom, and Australia—which are, in general, commercially available and widely used—are reviewed in this collection. The entries provide a synopsis, test references, and review of the test. The book is a helpful reference tool.

Bachman, L.F. (1990). Fundamental considerations in language testing. New York: Oxford University Press.

This text provides a comprehensive examination of the major issues in language testing. Bachman attempts “to provide a conceptual foundation for answering practical questions regarding the development and use of language tests.” It is such a dense book, however, that it may not be practical for use with an introductory testing class or by a novice tester. It may best serve as an authoritative reference. The discussion questions at the end of each chapter would be appropriate for a seminar on testing.

Brown, J.D. (1996). Testing in language programs. New York: Prentice Hall Regents.

This book focuses on the decisions that program administrators (and classroom teachers) must make in designing/choosing placement, proficiency achievement, or diagnostic tests. It describes norm-referenced and criterion-referenced tests, gives suggestions for adopting, developing, and adapting these tests, and also gives suggestions for interpreting test scores. Chapters on reliability and validity explore potential sources of measurement error. Application exercises at the ends of these chapters are invaluable for use in testing courses.

Cohen, A.D. (1994). Assessing language ability in the classroom. Boston, MA: Heinle & Heinle.

Throughout this user-friendly text, Cohen raises the key questions regarding language assessment, introduces information about specific tests (TEOFL, SPEAK, OPI, SOPI, TWE) and test types (cloze, dictation, interview, role plays, portfolio assessment) and intersperses every chapter with research notes. There are separate chapters for assessing each language skill (reading comprehension, listening & speaking, and writing). Questions and activities at the end of each chapter provide good exercises to further explore the information given in the chapter.

Douglas, D. (Ed.). (1990). English language testing in U.S. colleges and universities. Washington, DC: NAFSA: Association of International Educators.

Chapters in this book are written by experts in various areas of testing and the use of tests. Some of the roles played by ESL tests are examined: in the admissions process, in determining if a student is exempt from an ESL program, in composition evaluation, and in evaluating international teaching assistants. A general overview of U.S. and British English language tests is given, and the book concludes with a brief discussion of the “appropriate interpretation” of test scores. As it promises, this is a very useful book for placing ESL tests in the context of U.S. higher education.

Henning, G. (1987). A guide to language testing. Boston, MA: Newbury House.

The author himself cautions any reader without a statistical background against starting this statistically oriented text in the middle. Even if one starts at the beginning, without a background in algebra and some familiarity with statistical concepts, one may find this book difficult. The book provides a practical, hands-on approach for those interested in technical material.

Theories of English Language Learning

Berko-Gleason, J. (Ed.). (1993). The development of language. (3rd ed.). New York: Macmillan Publishing Co.

A comprehensive introduction to first language acquisition, the test details the phonological, morphological, syntactic, semantic, and pragmatic development of child language from in fancy through later childhood. It examines the social as well as biological aspects of language acquisition, presents current theoretical views of the acquisition processes, looks at individual differences in acquisition, and discusses beginning literacy development. The book provides a sound basis for understanding second language research.

Bialystok, E. & Hakuta, K. (1994). In other words: The science and psychology of second language acquisition. New York: Basic Books.

A wide-ranging and accessible overview of the factors affecting the acquisition of a second language. The authors discuss such important concepts as age, aptitude, attitude, motivation, culture, brain organization, and cognitive processes. Their interpretation of current knowledge in the field is extremely readable without sacrificing accuracy.

Ellis, Rod. (1994). The study of second language acquisition. Oxford: Oxford University Press.

This book is a comprehensive, accessible review of current research in the field. Nearly seven-hundred pages of text, divided into seven parts, provide a review of the research on learner language, internal and external factors in L2 acquisition, individual differences in L2 acquisition, and classroom SLA. The text also offers an extensive glossary and bibliography.

Gass, S. & Selinker, L. (1994). Second language acquisition: An introductory course. Hillsdale, NJ: Erlbaum Associates.

This text is designed for use in an introductory SLA course and concentrates on adult language acquisition. Much of the text deals with interlanguage processes with reference to interlanguage data samples. Other topics covered include the role of the first language in the acquisition process, social factors and individual differences related to SLA, and a discussion of Universal Grammar and its role in L2 acquisition. Presented in each chapter are discussion questions and data-driven exercises.

Heaton, J.B. Classroom testing. White Plains, NY: Addison Wesley Longman.

Theories of Language Learning

Lightbrown, P. & Spada, N. How languages are learned. Oxford: Oxford University Press.

A brief introduction to second language acquisition for the practicing language teacher, the text begins with an examination of several popularly held notions regarding language learning, and then provides a summary of recent research relevant to these issues. The text examines the behaviorist and creative construction positions, looks at individual factors related to language learning and classroom learning styles, and discusses the developmental pattern of learner language.

World Englishes

Bailey, R. W. & Gorlach, M. (Eds.). (1982). English as a world language. Ann Arbor, MI: University of Michigan Press.

This is a collection of articles on the varieties of English around the world. It includes descriptions of both dialects of native Englishes and other Englishes, namely non-native varieties and pidgin/Creole varieties. The articles are primarily surveys of each of these varieties of English, and some include rather technical discussions which may require some basic knowledge of linguistics. However, most of the volume is accessible non-linguistics and provides a useful resource.

Cheshire, J. (Ed.). (1991). English around the world: Sociolinguistic perspectives. Cambridge: Cambridge University Press.

Cheshire has put together a collection of linguistic and sociolinguistic descriptions of a large number of varieties of English, organized by geographical distribution. Varieties described are the following: Ireland, Canada, New Zealand, Australia, South Asia, Southeast Asia, Hong Kong, East Africa, Southern Africa, West Africa, the Caribbean, and the Pacific. This book is a good resource for the beginner to get an idea of what kind of work on World Englishes has been done and to use as a source for bibliographic reference.

Kachru, B. (Ed.). (1992). The other tongue: English across cultures. (2nd ed.). Urbana: University of Illinois Press.

This second edition of a classic in the field of World Englishes is a collection of articles by experts in the field. It covers concerns such as what should be considered target varieties for classroom teaching, what role intelligibility plays in determining norms and standards, and how assessment should be carried out for classroom and nonclassroom speakers. In addition, it discusses the relation between current theories of second language acquisition and the development of World Englishes. It also looks at the role of literary creativity in World Englishes at the variety of discourse strategies that may be used by World English writers and speakers. Finally, Kachru, argues for the need for teacher training programs to include the study of World Englishes for a better understanding of language variation.

Platt, J., Weber, H., & Ho, M.L. (1984). The new Englishes. London: Routledge and Kegan Paul.

This book offers a good introduction to the relationships among native Englishes, non-native Englishes, and English-based pidgins and Creoles. It deals with the New Englishes that have developed in the non-native situations where they are widely used and discusses the processes of nativization. It looks at intonation, phonology, and syntax, as well as the sociolinguistic features of these Englishes.

Writing

Fox, H. (1994). Listening to the world: Cultural issues in academic writing. Urbana, IL: National Council of Teachers of English.

Based on a lengthy qualitative study, this book explores the cultural differences that come to play in adult ESL composing, particularly in an academic setting. This book is especially useful for advanced ESL writing instructors who are inexperienced in working with ESL students and unaware of contractic rhetoric.

Kroll, B. (Ed.). (1990). Second language writing: Research insights for the classroom. New York: Cambridge University Press.

Divided into two sections, this book targets teacher trainers and their students focusing on theory, research, and practice in L2 writing. The first section includes overview articles on the history and future of L2 writing instruction, L2 writing process research, assessment, and reading-writing connections. The second section presents seven studies on L2 writers, addressing such research topics as the effects of L1 on L2 writing, the effect of time on L2 written performance, and the effect of teacher responses.

Leeds, B. (Ed.). (1997). Writing in a second language. White Plains, NY: Addison Wesley Longman.

Leki, I. (1992). Understanding ESL writers: A guide for teachers. Portsmouth, NH: Boynton/Cook.

For teachers new to L2 writing, this is the book to read first. The book provides the basic background for understanding the context of ESL writers, discussing both the development of ESL writing pedagogy and models of second language acquisition. The book describes ESL students and discusses classroom/teaching issues, such as composing behaviors, contrastive rhetoric, and response/assessment.

Reid, J. (1993). Teaching ESL writing. Englewood Cliffs, NJ: Prentice Hall Regents.

Intended for the trainee preparing to teach ESL writing, this book explores the background of ESL writing pedagogy, including an overview of native English speaker composition pedagogy, as well as the evolution of ESL approaches. In addition to presenting theoretical issues, this comprehensive book offers curriculum and syllabus design, methods, effective classroom techniques, and on-going professional activities.