Composition: History & Theory: 2000 - 2009
TESOL Quarterly, Volume 35, No. 4: 2001
Description
Teachers of English to Speakers of Other Languages (TESOL Quarterly) is one of the most respected publications in second and foreign language teaching, with an annual acceptance rate of 8% of all article submissions. This scholarly journal serves as forum for researchers, linguists, and teachers. As a peer-reviewed journal, its primary focus is to link theory with practice and to address the practical concerns of English language educators (as described on JSTOR).
CONTENTS
Teacher Learning and Student Learning in TESOL (Donald Freeman): Freeman calls for the engagement of teachers in their professional learning so as to improve students’ learning (608). This can be done through formally organized teacher training and “personal and professional socialization with individuals into teaching (608)”. Also, teachers should improve themselves in crosscultural and bilingual areas. He raises the following questions about teachers’ knowledge and learning: How does the ESOL teacher knowledge shape classroom practices? What do ESOL teachers need to know about language in general and English in particular in order to teach ?What is the role of teacher research in the study of teacher knowledge? How do teachers learn to teach ESOL learners? How do various designs and practices in preservice preparation prepare new teachers to teach under various circumstances? How do designs and practices in professional development support experienced ESOL teachers in different settings? Can anyone teach English (609)? Teacher Preparation and Development (Kathleen M. Bailey): the author of this article believes that effective English learning depends to a large degree on appropriate teaching (609). She questions the idea that “native speakers are the best teachers” – this idea has been called “the native speaker fallacy” (610). She presents the following as current concerns in the field: How do teachers turn allocated time into engaged time (the time that students spend on tasks)? What are the effective characteristics of a teacher (in terms of behavior and thinking)? What are the best ways to promote language learning around the globe (with the limited resources, large classes, and limited time to learn)? What are the standards expected from non-native language teachers when it comes to teaching English as a second language?
ADDITIONAL ARTICLES: “Age of Beginning Instruction” by G. Richard Tucker, “English as a Global Language” by David Nunan, “L2 Instruction: Time to Teach” by Patsy M. Lightbown.
Date of Upload
3/15/09