Table of Contents
Part 1: Introduction: What is ESL/EFL/ESOL?
Part 2: Employment
Part 3: Internet Resources
Part 4: Books, Materials, and Publishers
Part 5: Professional Journals, Publications, Grant funding, software, Teacher Aids, etc.
Who is ESLTEACHER?
The ESL/EFL/ESOL FAQ is also available on WWW (this document), and by anonymous ftp:
[WHAT IS THIS FAQ? | WHAT IS M.E.L.E? | TABLE OF CONTENTS ]
Thus edition has been completely revised. Substantial modifications have been made to every section. If you have a copy dated before 1/20/96, you will find this edition to contain changes too numerous to list. The changes between this edition and the 1/20/96 edition are primarily in format.
This Frequently Asked Questions file (FAQ) has grown from about 20 questions/answers which kept popping up on the Usenet newsgroup, misc.education.language.english (m.e.l.e.). I've added questions I've kept answering on some other newsgroups and mailing lists, so that, while the original intent was, and still is, to produce a FAQ for m.e.l.e., the FAQ is now applicable to many ESL/EFL/ESOL interest groups, including individuals with no access to the Internet.
m.e.l.e. is a newsgroup intended for discussion of issues in teaching English to Speakers of Other Languages.
Things you might want to consider not posting on m.e.l.e.
EFL (pronounced "EE-FUL" is the short form corresponding to English as a Foreign Language. It is commonly used when referring to the teaching of English, in a non-English-speaking country, to people whose native language is one other than English.
ESOL (pronounced "EE-SOL") is the acronym for English to/for Speakers of Other Languages. Some prefer this term to the traditional ESL and EFL, as it takes into consideration that some learners may already speak a second language, i.e., they may be working on their third, fourth or fifth language.
The two are basically the same, however there are some differences.
EFL programs tend to have one basically homogenous group of students of the same linguistic, and cultural background (although this is not engraved in stone). Classes may be taught using both English and the native language of the students. (then again, they may be English-only, and, in some places, English classes are actually taught virtually entirely in the native language of the students!) The teachers in EFL courses may be non-native-English speakers (with command of the language varying from minimal to excellent), or they may be native speakers of English. They may be foreigners in the country in which they are teaching.
EFL is taught to people in non-English-speaking countries. The students normally study English for work purposes (or at school, or for exams, because they have no choice). Students may be studying English for the purpose of speaking with other non-native speakers. Often EFL students care little about the U.K., the U.S.A., or any other English-speaking country.
ESL programs are likely to have students from a number of different linguistic and cultural backgrounds. They tend to be taught exclusively in English (the teachers may or may not have any foreign language background), although some teachers working with homogenous groups may rely on L1 explanations.. Teachers tend to be native speakers of English (although this is by no means a hard and fast rule). ESL teachers tend to find themselves obliged to deal with cultural issues, as classes may be comprised of individuals from a number of different cultures, and many students have questions about the new culture in which they find themselves. ESL is studied by people trying to survive in a country new to them. They may often be working-class people whose aims are to deal with everyday language and sometimes with administrative issues. Many may have no previous foreign language learning experience.
Of course, there are other aspects to ESL and EFL and the differences between them. This is just a basic overview.
TEFL ("tee-ful") is an acronym corresponding to Teaching English as a Foreign Language.
TESL ("tee-sul") is an acronym corresponding to Teaching English as a Second Language.
Both are used primarily in relation to programs involved in educating people who would like to teach English to non-English-speakers.
TESOL ("tee-sawl") is an acronym corresponding to Teaching English to Speakers of Other Languages. It is also the name of the U.S.-based professional organization for ESL/EFL/ESOL professionals.
The RSA-Cambridge Certificate in Teaching English as a Foreign Language is one form of certification of ESL/EFL/ESOL teachers which was developed in England and has spread around the world. The RSA-CTEFLA program, and others like it, offer intensive, short-term instruction in basic methodology for individuals who would like to pursue ESL/EFL/ESOL teaching jobs. The course, offered by
RSA-Cambridge TEFLA centers located around the world, is generally taken as a one-month intensive, hands-on program, with actual classroom teaching practice.
There is also a Trinity College Certificate which is widely well- received. There are about 50 centers in the U.K. which offer the Trinity Certificate.
The (fairly significant) difference between the CTEFLA and Trinity College qualifications is in the nature of the external assessment. Trinity doesn't have any, and while some centers are undoubtedly very good, a certificate from one center may carry much less "value" than from another. Cambridge/UCLES operates a system of course assessors who ensure that training standards on all courses remain at a similar level.
Additionally, there are a number of independent schools which offer their own versions of these programs, both in the U.K. and in the U.S.
Well, to start, the C-TEFLA is a certificate program commonly administered by private educational training centers,whereas the MA-TESL is a full masters' degree program offered by universities. The C-TEFLA takes approximately one to three months to complete, while the MA-TESL takes one to two years, commonly.
The MA-TESL is recognized and sought by most university-level ESL/EFL/ESOL programs in the U.S.and around the world. The C-TEFLA seems to be mostly valued by private ESL/EFL/ESOL schools in Europe and some other locations around the world. According to one source, it is also considered a plus in combination with an MA-TESL in British universities.
There's also, of course, the cost factor. The C-TEFLA costs just under $2000 in most schools in the U.S. (as of July, 1995). There are some places in the world where it is available at a substantially lower rate. The MA-TESL runs many thousands of dollars, or whatever other currency you would be using.
If you have a bachelor's degree from a university in the U.S., the U.K., Ireland, Australia, South Africa, New Zealand or Canada (or any other country widely recognized as being an English-speaking country -- sorry but we're not talking world Englishes here), and you are a native English speaker, you can probably get a job teaching English in any number of places. So, why get the C-TEFLA?
Well, for starters, if you've never taught before, it's always good to have someone show you how to do it, let you practice, tell you about possible problems and ways to handle them, suggest materials, teach you some handy techniques, and tell you a bit about methodology before you actually go in front of those bright faces of your students on that first day. You're still going to have first-day jitters, but having had the opportunity to practice teach, and having a reasonable idea of how to do what you have to do will definitely take the edge off of those jitters and make you a more confident and effective teacher.
Aside from the practical teaching aspect, there is the employment issue. The British Council accepts the RSA-Cambridge certificate as professional qualification for teaching positions. So, if you have this sort of certificate/qualification, you can apply for positions through the British Council, which has offices all over the world. Many schools in Europe and other parts of the world find the RSA-Cambridge certificate very desirable -- it might give you an advantage in a competitive situation.
Some RSA/Cambridge CTEFLA Schools in the USA Center for English Studies Coast Language Academy 330 7th Avenue 200 SW Marret St New York, NY, USA Suite 111 Tel:212-620-0760 Portland Oregon, USA Tel:503-224-1960 English International San Francisco St Giles Language Teaching Centre 655 Sutter St (Suite 500) 1 Hallidie Plaza (Suite 530) San Francisco CA 94108, USA San Francisco CA 94123, USA Tel 415-749-5633 415-788-3552 Coast Language Academy Georgetown University 501 Santa Monica Boulevard 3607 O St NW Suite 403 Washington DC 20007, USA Santa Monica CA 90401, USA 202-687-4400 Tel 310-394-8618 Oxford House College Eurolink Training Centres 3 Oxford St. 3, Abbeydale Rd. South London, W1, England Sheffield S7 2QL, England 0171-734-3889 0114-262-1522 fax: 0114-236-0774 note: Eurolink apparently also offers a Certificate by distance educationThe RSA/Cambridge Certificate TEFLA syllabus, and the list of approved training centers in the U.K. and abroad can be obtained from:
The British Council issues an information packet for prospective EFL teachers, which lists all accredited Teacher Training Centers for both the Cambridge and Trinity College qualifications. The British Council has a series of English Studies Information Sheets (ESIS), which list courses available at different levels. The English Language and Literature Department of the British Council also produces a booklet called, "Teaching English to Speakers of Other Languges: Opportunities for Professional Development. All of this information is available free of charge directly from the British Council: Write:
There is also a chain of training centers, called International Language Centres Group (International House,)which has affiliates all over the world. You can get information by writing to:
There is a magazine called TRANSITIONS ABROAD, in which C-TEFLA programs around the U.S. regularly advertise. TA also publishes a guide to teaching opportunities abroad, with information on training organizations. TA can be contacted at:
A number of US universities offer certificate or diploma programs for people who would like to have some sort of post-graduate education or certification in TESL/TEFL but don't want to go the whole route of the MA-TESL
The RSA D-TEFLA is a diploma course which offers more study of methodology and also prepares one for doing teacher training. Generally, one must have completed the RSA-Cambridge C-TEFLA before embarking on the Diploma course.
Schools offering the D-TEFLA are located around the world There are schools in Argentina, Brazil, Turkey, Italy, Singapore, England and Australia, and probably in other countries as well. There is, however, apparently only one in North America, in Mexico:
There are also post-graduate diploma courses offered by various universities throughout the U.S., the U.K. and Australia. In the U.S., these diploma courses are generally one-year (or so) stand-alone courses designed to prepare college graduates for teaching ESL/EFL/ESOL. In the U.K. and Australia, TEFL diplomas are often the first step toward an MA-TEFL (or its equivalent), with the coursework the same as that for first-year MA-TEFL students. The Diploma may be taken as a terminal degree, or students may continue on to complete the Master's program.
One place to check is the Linguistic Funland TESL's Study Programs for Teachers Page: http://www.tesol.net/teslprog.teach.html.
You can check the public library for books which list Master's programs in the U.S.
There is also a list of schools which offer Master's programs by distance education at the end of this FAQ.
The lowest TOEFL score usually accepted by good U.S. universities is 500. While the test can be taken an unlimited number of times, if more than two years have passed since one last took the TOEFL. the scores are no longer valid, and the test must be taken again.
The TOEFL consists of several sections, designed to measure different competencies. Most of these sections are multiple choice:
Information and schedules of TOEFL testing dates and sites can
be obtained by requesting the Bulleting of Information from:
The Cambridge exams are generally considered the standard for EFL exams in Europe. The most important for most students is the First Certificate in English (FCE) which is at approximately upper intermediate level (roughly comparable to a score of 500 on the TOEFL) With this certificate, students can request a pay increase on the job in some countries. at work in some countries
The Certificate of Proficiency in English (CPE) is the exam which most British universities request of foreign students (It is roughly comparable to a score of 600-650 on the TOEFL). Thus it is is the goal of many European students.
The Cambridge series of exams is as follows, going from elementary to advanced:
Both the TOEFL and the Cambridge CPE test listening, reading and writing quite rigorously. (They are challenging even to native speakers). While the CPE also tests spoken English, there is a companion test - the Test of Spoken English (TSE) in the U.S. for testing spoken English. Both exams take 4-5 hours to complete.
British universities accept both the Cambridge exams and TOEFL scores as evidence of language level. U.S. universities generally require satisfactory TOEFL scores. (I don't know whether or not the CPE would be accepted in lieu of the TOEFL by U.S. universities)
One of the weaknesses of the Cambridge examinationsis that they don't expire. Once students have passed the exam, they have the qualification for life, even if they never speak a word of English again. TOEFL scores, on the other hand, become invalid two years after the test has been taken.
Information about tthe Cambridge Examinations of English can be obtained from:
TESOL (Teachers of English as a Second Language), the professional organization for ESL/EFL/ESOL teachers in the U.S. has an employment listing. The TESL-L mailing list has a job-list on which job postings often appear. Job postings also appear from time to time on misc.education.language.english.
TRANSITIONS ABROAD publishes a guide to teaching English Abroad which gives information on placement agencies. Some placement agencies advertise in TA as well. TA can be contacted at:
TEACH ENGLISH ABROAD, a book by Susan Griffiths, lists long and short-term teaching assignments around the world. This book can be obtained from Vacation Work Publications, 9 Park End Street, Oxford, England, OX1 1H.
TEACHING ENGLISH ABROAD, is a publication, from Transitions Abroad Publishing, which gives country-by-country descriptions of teaching opportunities for experienced and inexperienced EFL teachers. There is also a listing of training and placement organizations and ESL teaching resources. It is available for $9.95 plus S&H.
There is a WWW site with job listings at http://www.tcom.ohiou.edu/OU_Language/teacher/job.html
OHAYO SENSEI is an Email newsletter about jobs available in Japan. Obtain a copy by sending an Email request to: ohayo.@calon.com, or read it on the web at Http://math.unr.edu/linguistics/ohayo-sensei.html.
YAHOO is a WWW search facility, at http://www.yahoo.com/search.html
INTERNATIONAL HOUSE, a group of affiliated EFL schools in 25 countries, which also administers the RSA/Cambridge C-TEFLA and D-TEFLA, assists IH graduates in obtaining international jobs in affiliate schools.
Here are some useful links for those considering going to teach English in Taiwan, Japan.or Korea:
There is some information about teaching English in various different countries on the EFL Web. You can also post a job request there. http://www.u-net.com/eflweb
I've listed all the information that I have on these agencies/organizations/schools... If you want to try using any of them, do so at your own risk. As I know nothing about them, I can't take any responsibility for anything other than having listed them. Good luck. (If you have had any contact with any of them, or know of anyone who's had experience with any of them, I'd appreciate hearing from you.)
The Peace Corps remains a popular way for many people in the U.S. to go abroad, experience a new culture and teach English as a Foreign Language. The basic requirement seems to be a college degree. You can call the Peace Corps at 800-424-8580.
There are two Usenet newsgroups which deal with the Peace
Worldteach sends volunteer teachers abroad for one year terms of service.(the volunteers are expected to pay a certain fee) Worldteach can bereached at 617-495-5527. There are other programs which crop up from time to time. A good source of information on these programs is the magazine Transitions Abroad, which can be reached at the address cited above.
NOTE: Where descriptions have been given, they are included. (My access is limited to text-only, so I browse/have browsed the WWW sites lightly, but I haven't dwelt there.)
bit.listserv.tesl-l (which is a redistribution of a BITNET mailing list -- not all machines on Usenet carry these) is also a discussion of TESL/FL. It is a moderated discussion and to participate you must first subscribe to theTESL-L mailing list.
bit.listserv.slart-l (which is a redistribution of a BITNET mailing list -- not all machines on Usenet carry these) is also a discussion of TESL/FL.
comp.edu.languages.natural is devoted to software for assisting language instruction.
k12.ed.business Business education curriculum in grades K-12.
k12.ed.comp.literacy Teaching computer literacy in grades K-12.
k12.lang.art The art of teaching reading, writing, literature, English grammar, and composition in grades K-12.
k12.chat.teacher: For teachers of grades K-12.
MAILING LISTS There are also several lists which focus on ESL/EFL/ESOL.
NETEACH-L is a mailing list concerned with electronic ESL teaching. Subscribe by sending a message (without a signature) to email@example.com the message should read subscribe NETEACH-L Firstname Lastname
TESL-L is a moderated mailing list populated by thousands of
ESL/EFL/ESOL professionals. Subscribe by sending an email to
with a blank subject line. In the body of the message, write:
SUBSCRIBE TESL-L FIRSTNAME LASTNAME
where firstname is your first name and lastname is your last name. Use all caps. TESL-L also has a number of sublists, which can be subscribed to similarly once you've subscribed to TESL-L.
EST-L is a mailing list for teachers of English for Science and
Technology. Subscribe by sending an email message with a blank
subject line to
LISTSERV@ASUVM.INRE.ASU.EDU In the body of the messaage write:
SUB EST-L FIRSTNAME LASTNAME
where firstname is your first name and lastname is your last name
CTESL-L: An International online fellowship for Christians who teach ESL.
To subscribe just email to the Mail-Server: Mail-Server@rhesys.mb.ca
Enter in the message area: Subscribe ctesl-l
ESLCC (English as a Second Language at the Community Colleges)
(In spite of its name, which is the same as the address from which this message is coming, this list is NOT a TESL-L branch). To subscribe to the eslcc list, send the following command to firstname.lastname@example.org
in the body of e-mail: subscribe eslcc
Gay, Lesbian, and Bisexual Educators of English to Speakers of Other Languages (and their friends) The purpose of this discussion group is to foster serious dialog and exchange of Gay, Lesbian and Bisexual issues in the field of Teaching English to Speakers of Other Languages. To sign up for GLESOL-L, send an e-mail to: email@example.com
In the body of the message, type the following:
***Disclaimer: Participation in this discussion is not to be construed as an indication of a participant's sexual orientation.
Write to LISTSERV@TAMVM1.TAMU.EDU
subscribe LINGUIST first-name last-name
Example: Sub LINGUIST Alexander Magnus
MULTICULTURAL EDUCATION list.
To subscribe, enter only the following command in the BODY of your e-mail message:
Sub Mult-Cul real name
This command should be sent to: Listserv@ubvm.cc.buffalo.edu
SLART-L Second Language Acquisition, Research, and Teaching
Send a message to LISTSERV@CUNYVM.CUNY.EDU
In the body of the message, type: SUB SLART-L first-name last-name
Example: SUB SLART-L Jeanne d'Arc
LATTICE, the Language and Technology Centre of the National
Languages and Literacy Institute of Australia, for language, literacy
and linguistics specialists, based at the University of Queenland in
Brisbane, Australia, provides a home for several linguistics-related
To subscribe to the lists, send an email message with a blank subject line to: firstname.lastname@example.org
The body of the message should read: subscribe [name of list]
There are also numerous WWW sites available for ESL/EFL/ESOL professionals and students alike. For those with only email access to the Internet: WWW is available to you, too. According to information at: you can send email to: email@example.com with a blank subject line and a message reading: www URL where "URL" is the URL you want to look at. You can request more than one URL at a time, by putting each URL on a separate line with "www" (minus the quotation marks) at the start of each line.
The Comenius Group: http://www.comenius.com
ESL Idea Page: http://www.pacificnet.net/~sperling/ideas.html
ESL Email Connection for ESL/EFL Students http://www.pacificnet.net/~sperling/student.html
Virtual Catalog: http://www.pvp.com/esl.htm
Virtual CALL Library, the Language Center at the University of Sussex,(England): http://www.sussex.ac.uk/langc/welcome.html
Ohio University: http://www.tcom.ohiou.edu/OU_Language/english/index.html
Linguistic Funland TESL:
Try also http://www.linguistic-funland.com/linguistic.funland.html .
Frizzy University Network (FUN): http://thecity.sfsu.edu/~funweb
TESL-EJ Electronic Journal:
Oxford University Language Center: http://info.ox.ac.uk/departments/langcentre/
Washington & Lee University: http://liberty.uc.wlu.edu/~hblackme/newhome/langd.html
English for Science and Technology: http://www.wfi.fr/est/.
ESL Exchange: http://www.ed.uiuc.edu
Agora Newsletter: http://www.agoralang.com:2410/agoranews_current
National Center for Adult Literacy: href="http://litserver.literacy.upenn.edu
Internet Directory of LIteracy & Adult Education Resources: http://www.cybernetics.net/users/sagrelto/elandh/home.htm
Washington & Lee University: http://liberty.uc.wlu.edu/~hblackme/newhome/langd.html
University of Wisconsin: http://polyglot.lss.wisc.edu/lss/lang/nflrc.html
CELIA: ESL Shareware: http://www.latrobe.edu.au/www/education/celia/celia.htmlMbr>
CELIA Student Lists: http://www.latrobe.edu.au/www/education/sl/sl.html
OnLine Educator: http://www.cris.com/~felixg/OE/OEWELCOME.html
Business English: http://www.lydbury.co.uk/besig/
Composition Course Database: http://moo.du.org:8888/00anon/cybercomp
Professor Arthur Miller's Courtroom Challenge. (Real U.S.Supreme Court cases.): http://www.courttv.com/cases
E-Mail Pen-pal info:
FLES homepage: http://www.public.iastate.edu/~egarcia/fles.html. check the U.S. Dept of Education link for examples and descriptions of e-mail exchange programs. check the EDWEB link resources for K-12 teachers.
South Australian Teaching and Curriculum Centre of the National Languages and Literacy Institute of Australia (NLLIA),in Adelaide, South Australia.(applied linguistics research and teacher professional development in second language acquisition,bilingual education, indigenous languages and literacy issues, language policy, language teaching resources, child literacy and ESOL): http://220.127.116.11/public/nllia_satcc/nllia-satcc.html
The TESL-L archives have three files listing additional websites.
To access these files, you must first be subscribed to the TESL-L and
TESLCA-L mailing lists.
To order send an email message to LISTSERV@CUNYVM.CUNY.EDU
with the following command(s).in the body of the message:
If you're looking for something on the Internet (WWW or Usenet newsgroups), search engines can help you to find it.
Yahoo Directory ( http://www.yahoo.com/ or under the Net Directory button on Netscape). Yahoo searches Web titles, URLs and comments. By selecting options, you can make your search case sensitive, choose between searching for any or all of your keywords, and look for substrings or complete words. Or, if you prefer, you can "surf" through Yahoo's pre-selected categories (e.g., arts, education, entertainment, science) to see if you find anything interesting.
Infoseek Search (http://www2.infoseek.com/ or under the Net Search button on Netscape). Searches Web pages around the world. Choose special query operators or helpful tips to get a broad list of special options. Results limited to 10 matches (there is an associated commercial service which allows larger numbers of matches.) Results also include a paragraph of comments on each match.
Lycos (http://www.lycos.com. or under the Net Search button on Netscape). The big Lycos catalog searches 5.6 million web pages. A second smaller catalogue searches 486,000 pages. A good feature of Lycos is that it will rank the search results in order depending on how many times your key words appear in the documents. Click on search language help to see a number of options.
Web Crawler (http://webcrawler.com/ or under the Net Search button on Netscape). Searches through 1.5 million documents. Options are limited to the number of results requested and choosing between any or all keywords.
A search tool developed by Digital with a database of over 16,000,000 web pages and 13,000 Usenet newsgroups. Alta Vista will query both the Web and Usenet newsgroups. Some other notable features of Alta Vista are:
DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER: lingnet.army.mil
. Log in as dbguest, using the password is NLLIA-db Make sure that your terminal type is set to VT100.
SchMOOze University: http://schmooze.hunter.cuny.edu:8888/
NOTE: Many gophers are liinked together. Once at one gopher, you can often connect to others in your interest area. Don't be afraid to explore.
Ask ERIC: gopher://ericir.syr.edu
choose Teaching English as a second or Foreign Language
CELIA (Computer Enhanced Language Instruction Archive): gopher://gopher.latrobe.edu.au
Comenius Gopher: gopher://gopher.comenius.com
Agora Language Marketplace: gopher://gopher.agoralang.com:2411
In addition to the above mentioned WWW sites, which offer quite a bit for ESL students, as well as teachers, there are a number of EMail mailing-lists which are primarily for students of ESL.
For further information please send a blank message to: firstname.lastname@example.org
This will fetch you a listing of the Roadmap lessons and what they contain, as well as instructions as to how to obtain the lessons via email.
Betty Schrampf Azar, UNDERSTANDING AND USING ENGLISH GRAMMAR
Raymond Murphy, GRAMMAR IN USE: Reference and Practice for Intermediate Students of English, Cambridge University Press, 1989
Raymond Clark, Patrick Moran, Arthur Burrows, ESL MISCELLANY, Pro Lingua Associates, 1991 If you could only take one book with you to that teaching job wherever, if you only had one book to use, I would vote for this one. ESL Miscellany covers grammar, has extensive lists of words by subject, spelling rules,maps, signs, famous American speeches and songs, descriptions of he U.S. overnment, U.S. history, and on and on.
Friederike Klippel, KEEP TALKING, Cambridge University Press,1984. This book has all kinds of games/activities/project to get students talking, in airs or groups. It is organized by type of activity (warm-up activities,question activities, discussion games, and so on)
Penny Ur, FIVE-MINUTE ACTIVITIES, Cambridge University Press. As its title suggests, this is a book filled with activities to fill five minutes.
Penny Ur, GRAMMAR PRACTICE ACTIVITIES, Cambridge University Press. Organized by grammar point, this book is a handy compendium of activities nd games which can be used to reinforce the grammar point being studied.
Leo Jones and Victoria Kimbrough, GREAT IDEAS Student's Book, Cambridge University Press, 1987 Great Ideas contains a multitude of listening and speaking activities/games/projects, based on the 1984 British text, Ideas, by Leo Jones
Fred Ligon & Elizabeth Tannenbaum, PICTURE STORIES: LANGUAGE AND LITERACY ACTIVITIES FOR BEGINNERS, Longman. Picture stories around which all sorts of activities can be organized, with a little imagination. Includes teacher's notes with little helpful cultural notes.
Rooks, CAN'T STOP TALKING
Rooks, NON-STOP DISCUSSION BOOK, Newbury House
Nancy Ellen Zelman, CONVERSATION INSPIRATIONS FOR ESL, Prolingua Associates (800-366-4775)
Christopher Sion, ed., RECIPES FOR TIRED TEACHERS, Addison Wesley Publishing Co. 1 Jacob Way, Reading, MA 01867-9984, USA
Mario Rinvolucri, GRAMMAR GAMES
Stempleski, Rice, Falsetti, GETTING TOGETHER: AN ESL CONVERSATION BOOK, Harcourt, Brace, Jovanovich. Julie says it is really good.
Ann Bourman, 61 COOPERATIVE LEARNING ACTIVITIES: THINKING, WRITING, AND SPEAKING SKILLS, J. Weston Wallach. This book is supposed to be for grades 6-9 but it has all sorts of interesting activities that can be used for teenagers and adults as well. All the exercises are designed as reproducible handouts.
Jan Gaston, CULTURAL AWARENESS TEACHING TECHNIQUES, ProLingua Associates. Classroom activities for teaching/improving cultural awareness.
Malcolm Goodale, MEETINGS: TEN SIMULATIONS ON INTERNATIONAL TOPICS, LTP (Language Teaching Publications). material for pro/con debates , background reading, and more.
Patrick R. Moran, LEXICARRY: AN ILLUSTRATED VOCABULARY BUILDER FOR SECOND LANGUAGES, ProLingua Associates. This book has lists and lists of vocabulary items to go with clever conversation-inspiring pictures which have no words. Although it is billed as a vocabulary book, there are dozens of ways this book could be used in different activities.for various learning purposes. The author suggests a few.
H. Elaine Kirn, BASIC EVERYDAY SPELLING WORKBOOK: PATTERNS AND PRINCIPLES IN ENGLISH SPELLING, National Textbook Company. A good basic spelling book in the style of Dr. Spello (which I can't seem to find anymore), with lots of pictures and lots of exercises to drill the different spellings/sounds of English words.
Raymond C. Clark & Janie L. Duncan, GETTING A FIX ON VOCABULARY, ProLingua Associates. A high-intermediate/advanced book using short news and human interest stories to teach vocabulary construction with prefixes and suffixes.
John McClintock & Borje Stern, LISTEN UP!, Heinemann. Pictures and multiple choice exercises for use with tapescripts cnveniently located in the back of the book, along with teacher's notes and an answer key. There's apparently a tape available for this book as well.
Paul Davis & Mario Rinvolucri, DICTATION: NEW METHODS, NEW POSSIBILITIES, Cambridge University Press. Different ways to handle dictation.
John Walsh, BASIC ADULT SURVIVAL ENGLISH: PART ONE, Prentice Hall Regents. Short readings and grammar activities which step through grammar points and present useful basic information for managing life in living in the United States.
Gary Althen, AMERICAN WAYS, , Intercultural Press, 1988 is my favorite. It looks at the U.S. from the standpoint of an international student.
Edward N. Kearny, THE AMERICAN WAY, , Prentice-Hall, 1984, which is useful in a classroom situation, even with Americans! It illustrates cross-cultural aspects as well.
Milada Broukal & Peter Murphy, INTRODUCING THE USA: A CULTURAL READER. Longman. Simple stories about different aspects of the United States, its famous places, famous people and cultural ways.
Jim Cummins and Dennis Sayers, BRAVE NEW SCHOOLS: CHALLENGING CULTURAL ILLITERACY THROUGH GLOBAL LEARNING NETWORKS, St. Martin's Press Lists Internet resources in the areas of parental involvement, multicultural education, bilingualism, second language acquisition, special education, and all the subject areas There is also information on ways to organize partner class exchanges.
Gail Junion-Metz, K-12 RESOURCES ON THE INTERNET Explains ways teachers and librarians take advantage of the Internet. Available from Library Solutions Institute Press, Publications Sales Office, 1100 Industrial Road, Suite 9, San Carlos CA 94070; tel: 510-841-2636; email: email@example.com Web: http://www.internet-is.com/library/
Peter Wilberg, ONE TO ONE: A TEACHER'S HANDBOOK, Language Teaching Publications. Practical guide for teaching one-on-one.
Patricia Byrd, ed., MATERIALS WRITER'S GUIDE, Heinle & Heinle. For those days when you think about that book you could write if you only had the time. Read and write!
Carolyn Graham, SINGING, CHANTING, TELLING TALES,: ARTS IN THE LANGUAGE CLASSROOM. Prentice Hall Regents. .Tips on producing original jazz chants to teach specific points,and using poetry and songs in the classroom.
Raymond C. Clark, LANGUAGE TEACHING TECHNIQUES, ProLingua Associates. This is an older text of tried but true techniques for teaching language in the classroom.
Jim Scrivener, LEARNING TEACHING the standard course book for the CTEFLAcourse at International House, Hastings, and being increasingly adopted at other RSA/Cambridge centers.
Tim Bowen & Jonathan Marks, INSIDE TEACHING. recommended reading for candidates for DTEFLA course at International House
ALM is a small quarterly, coordinated by the National Languages and Literacy Institute of Australia, Ltd. which covers developments in and information on language and literacy issues in Australia. There are also articles on general language and literacy issues, conference news , and book reviews For a free sample copy send a request to:
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A monthly newspaper, with worldwide ELT news, gossip and advertisements.
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FOLIO is the journal of MATSDA.
FOLIO, published twice yearly provides a forum for discussion of issues relating to Materials Development for the teaching of Second and foreign languages, e.g,research into the effects of different kinds of teaching and materials; critical studies of present materials; and evaluations of innovative materials
Issues and Developments in English and Applied Linguistics A forum for research into the acquisition and teaching of ESL
Idiom is a quarterly publication of New York State TESOL. Idiom:
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