Introduction to TESOL. Kate Reynolds

Technology Changed Language Teaching and Learning? 12 What Are Ways of Planning for Second Language Instruction and Assessing Learning?

      10  Part Four: TESOL Professionals’ Knowledge of Linguistics and Second Language Acquisition 13 How Does TESOL Develop Its Body of Knowledge and Share Professional Knowledge? 14 What Are the Current Situations in TESOL and New Directions To Be Taken?

      11  Acronyms in TESOL/Applied Linguistics

      12  Index

      13  End User License Agreement

      List of Illustrations

      1 Chapter 1Figure 1.1 ACTFL Proficiency Scale.Figure 1.2 WIDA performance definitions—speaking and writing.Figure 1.3 WIDA performance definitions—listening and reading.

      2 Chapter 3Figure 3.1 Broader settings for language teaching.Figure 3.2 Lao elementary school resources.Figure 3.3 In the Ukrainian classroom, students share resources.Figure 3.4 Classroom taken over by goats in Laos.Figure 3.5 EAP levels.Figure 3.6 Types of bilingual education programs.Figure 3.7 Maintenance bilingual program example.Figure 3.8 Language use in one-way transitional bilingual programs.Figure 3.9 Two-way transitional bilingual education programs.

      3 Chapter 4Figure 4.1 Locations of articulators for vowel sounds.

      4 Chapter 6Figure 6.1 Instructional methods over time...

      5 Chapter 7Figure 7.1 Relationship between four language skills and tools.Figure 7.2 Pre-, during, Postreading sequence, part one.Figure 7.3 Pre-, during, postreading sequence, part two.Figure 7.4 Pre-, during, postreading sequence, part three.

      6 Chapter 8Figure 8.1 Educators focus on fluency and accuracy by proficiency level.Figure 8.2 Continuum of speaking activity difficulty.Figure 8.3 The writing process.

      7 Chapter 9Figure 9.1 English verb tenses.Figure 9.2 Deductive and inductive approaches to grammar instruction.Figure 9.3 Sequence of a deductive grammar lesson.Figure 9.4 Sequence of an inductive grammar lesson.Figure 9.5 Mind map of a young learner’s concept of cat.Figure 9.6 Concept of cat developing conceptually

      8 Chapter 10Figure 10.1 Language and content continuum.Figure 10.2 English for academic purposes compared to English for occupational purposes.

      9 Chapter 12Figure 12.1 Curriculum planningFigure 12.2 Teacher control over the curriculum.Figure 12.3 The role of textbooks in curriculum development...Figure 12.4 Thematic unit subtopics/subthemes.Figure 12.5 Simple lesson plan format.

      Guide

      1  Cover

      2  Title page

      3  Copyright

      4  Dedication

      5 Table of Contents

      6  Acknowledgments

      7  Begin Reading

      8  Acronyms in TESOL/Applied Linguistics

      9  Index

      10  End User License Agreement

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