Practice in TESOL

CONTENTS; SERIES EDITORS' PREFACE; Chapter 1: INTRODUCTION: FROM LEARNER TO TEACHER; 1.1: Introduction; 1.2: You as a Teacher; 1.3: The Structure of the Book; CHAPTER 2: THINKING ABOUT YOUR LEARNERS; 2.1: Introduction; 2.2: Learners as Individuals; 2.3: Autonomy in Language Learning; 2.4: Language Proficiency Levels; 2.5: Further Reading One; 2.6: Further Reading Two; 2.7: Summary; 2.8: Additional Readings; CHAPTER 3: THINKING ABOUT YOUR MATERIALS (by Elaine Riordan); 3.1: Introduction; 3.2: Published Materials; 3.3: Authentic Materials; 3.4: Corpus-based Materials; 3.5: Further Reading One; 3.6: Further Reading Two; 3.7: Summary; 3.8: Additional Readings; CHAPTER 4: OBSERVING TO LEARN; 4.1: Introduction; 4.2: Preparing to Observe; 4.3: Doing an Observation: the whats and hows; 4.4: Post-Observation - What does it mean for me?; 4.5: Further Reading One; 4.6: Further Reading Two; 4.7: Summary; 4.8: Additional Readings; CHAPTER 5: THE LESSON PLAN; 5.1: Introduction; 5.2: Considering the Content; 5.3: The Written Plan; 5.4: Principled Deviation; 5.5: Further Reading One; 5.6: Further Reading Two; 5.7: Summary; 5.8: Additional Readings; CHAPTER 6: IN THE CLASSROOM (by Angela Farrell); 6.1: Introduction; 6.2: Teacher Identity and Teaching Approach; 6.3: Classroom Environment and Relationships; 6.4: Target Language Use and Communication Practices; 6.5: Further Reading One; 6.6: Further Reading Two; 6.7: Summary; 6.8: Additional Readings; CHAPTER 7: TEACHING PRACTICE FEEDBACK; 7.1: Introduction; 7.2: Preparing for Feedback; 7.3: The Discourse of Teaching Practice Feedback - What can I expect?; 7.4: The Teacher's Responsibility as Collaborator; 7.5: Further Reading One; 7.6: Further Reading Two; 7.7: Summary; 7.8: Additional Readings; CHAPTER 8: REFLECTIVE PRACTICE AND CONTINUING PROFESSIONaL DEVELOPMENT; 8.1: Introduction; 8.2: The Dimensions of Reflective Practice; 8.3: The Role of Cooperation; 8.4: The Professional Development Portfolio; 8.5: Further Reading One; 8.6: Further Reading Two; 8.7: Summary; 8.8: Additional Readings; CHAPTER 9: TEACHER RESEARCH ENGAGEMENT; 9.1: Introduction; 9.2: Being Teacher and Researcher; 9.3: The Action Research Approach; 9.4: The Beginning, Middle and End of Action Research; 9.5: Further Reading One; 9.6: Further Reading Two; 9.7: Summary; 9.8: Additional Readings; CHAPTER 10: CONCLUSION; REFERENCES; Appendix 1: Examples of Published Materials; Appendix 2: Examples of Online Materials; Appendix 3: Examples of Corpus-Informed Materials; Appendix 4: Examples of Online Corpora and Concordancers; Appendix 5A: Review of Key Terms and Concepts; Appendix 5B: Glossary; Appendix 6: Teacher Dress and Behaviour; Appendix 7: Teacher Strategies; Appendix 8: Pedagogic Options/Responses to Different Types of Discipline Problems