New 5th Edition Now Available!
Why TESOL? Fifth Edition, provides classroom and preservice teachers with a knowledge base to effectively teach in culturally and linguistically diverse classrooms in today’s global environment. It provides in depth theoretical background, legal information, and application for teachers to address the needs of English learners. Why TESOL? is written so teachers from various backgrounds and experiences can readily apply ESOL concepts to their individual mainstream classroom settings.
Describes the legal rights of English language learners (ELs); provides an historical overview of laws (e.g., ESSA) in the United States that affect the education of EL students, and provides a clear classification of English as a second/new language (ESL/ENL) programs available in the United States.
- Helps readers understand the complexities of acquiring an additional language by providing a basic grounding in the core areas of linguistics and other related areas, such as non-verbal communication, dialectal variation, English language use, development, translanguaging, and literacy.
- Discusses first and second/new language theories and models, including processes and non-linguistic factors that affect second or additional language acquisition.
- Includes national statistics that illuminate the global nature of American society in the twenty-first century.
- Includes classroom experiences of new and experienced teachers, and provides examples adapting teaching strategies to better measure the academic success of second language learners in mainstream classrooms.
- Includes new chapters on literacy development, and family engagement for EL students.
INCLUDES learning objectives for each chapter, discussion and reflection questions, and activities. Each chapter also provides web resources and links for extended learning.
About the Authors
Part I: A KNOWLEDGE BASE FOR ENGLISH LANGUAGE TEACHING
Chapter 1 Why TESOL? Diversity in the United States
Chapter 2 Legal Rights of English Learners (ELs) in the United States
Chapter 3 Description of ESL/ENL Programs
Chapter 4 The English Learner (EL)
PART II: A KNOWLEDGE BASE FOR LINGUISTIC SYSTEMS
Chapter 5 Human Language
Chapter 6 Phonology
Chapter 7 Morphology
Chapter 8 Syntax
Chapter 9 Semantics
Chapter 10 Pragmatics
Chapter 11 Non-Verbal Communication
Chapter 12 Discourse
Chapter 13 Dialectal Variation
Chapter 14 Second/English Language Development
PART III: A KNOWLEDGE BASE FOR LANGUAGE THEORIES AND APPLICATIONS
Chapter 15 First and Second Language Acquisition
Chapter 16 Non-Linguistic Factors in Second Language Acquisition
Chapter 17 First and Second Language Theories and Models
Chapter 18 Meeting needs of English Learners
Chapter 19 Strategies and Styles
Chapter 20 Language Learning and Strategies for Error Correction
Chapter 21 Second Language Teaching Methodologies
PART IV: A KNOWLEDGE BASE FOR ASSESSMENT, EVALUATION, and FAMILY ENGAGEMENT
Chapter 22 Literacy Development and the English Learner
Chapter 23 Overview of Assessment and Evaluation for the English Learner
Chapter 24 Classroom Assessments and Standardized Tests for the English Learner
Chapter 25 Engaging Families of English Learners
PART V: TEACHER REFLECTIONS: NOTES FROM THE FIELD
Glossary of Professional Terms