RELO Resources
Teaching Methodologies
Last Updated 02/05
Approaches and Methods in Language Teaching (Call no. C /0304/ 2001)
Jack C. Richards & Theodore S. Rodgers
Cambridge University Press 2001
This second edition is an extensive revision of the first edition of this successful text. Like the first edition, the second edition surveys the major approaches and methods in language teaching, such as grammar translation, audiolingualism, communicative language teaching, and the natural approach. The text examines each approach and method in terms of its theory of language and language learning, goals, syllabus, teaching activities, teacher and learner roles, materials, and classroom techniques. In addition to the approaches and methods covered in the first edition, this edition includes new chapters, such as whole language, multiple intelligences, neurolinguistic programming, competency-based language teaching, cooperative language learning, content-based instruction, task-based language teaching, and The Post-Methods Era. Teachers and teachers-in-training will discover that this second edition is a comprehensive survey and analysis of the major and minor teaching methods used around the world. The book seeks not only to clarify the assumptions behind these methods and their similarities and differences, but also to help teachers explore their own beliefs and practices in language teaching.
CALLA Handbook, The: Implementing the Cognitive Academic Language Learning Approach (Call no. L /1203/ 1994)
Anna Uhl Chamot & J. Michael O’Malley
Longman 1994
This handbook is a practical resource and CALLA methodology book for all teachers who are responsible for teaching core curriculum subjects to language minority students in ESL or mainstream classrooms, at-risk students, and all students in bilingual and foreign language classrooms. It integrates the latest research on learning strategies with actual classroom-tested activities.
Cognitive Approach to Language Learning, A (Call no. O /1511/ 1998)
Peter Skehan
Oxford University Press 1998
As Skehan writes himself, psycholinguistics is "the study of the psychological processes underlying language learning and use" (Skehan, 1998, p.1). Based on this definition, Skehan's entire book IS about psycholinguistics. The first half of the book discusses psycholinguistics as it relates to instruction and testing. The second half of the book then discusses task-based learning (TBL) and how you can employ it in the classroom to support the psycholinguistic aspects of second language acquisition (SLA). Since TBL is a relatively new and promising area of research in the field of SLA, its investigation would not be complete if you overlooked Skehan's thoughts and contributions to TBL development.
Collaborative Language Learning and Teaching (Call no. O /0309/ 1992)
David Nunan, (Ed.)
Cambridge University Press 1992
The aim of this book is to present, in an accessible manner, current theory and resources relating to cooperative learning. Collaborated research team teaching, experiential learning, teacher research, learner-centered classrooms, and learning how to learn are some of the topics discussed. The book is written for teachers, learners, educators, and researchers who are interested in experimenting with alternative ways of organizing teaching and learning, or who are concerned with promoting a philosophy of cooperation, and who wish to create an environment in which teachers, learners and researchers can work together and learn from one another.
Communication in the Language Classroom (Call no. O /1512/ 1996)
Tony Lynch
Oxford University Press 1996
Tony Lynch looks at how learners interact in the classroom and offers guidance to teachers on how to make lessons more effective by giving learners better opportunities for interaction and communication. He discusses the features of interaction that need to be taken into account when creating communicative tasks and when analyzing and evaluating student performance.
Content-Based Classroom (Call no. L /1204/ 1997)
Marguerite Ann Snow & Donna M. Brinton
Longman 1997
This up-to-date anthology contains information about how to apply the tenets of a content-based approach to language instruction. The text explores practical models for teacher preparation and classroom strategies as well as alternative models, research and assessment, and the relationship between content-based instruction and other instructional approaches. The Content-Based Classroom offers selections written by a cross-section of authors who have expertise in a wide range of settings and with a variety of student populations and discussion questions and activities that give students an opportunity to apply concepts to actual or hypothetical situations.
Critical Reflection and Practice (Call no. TA/2001/2003)
Zafer Sayed, Christine Coombe, and Salah Trdudi (Ed.)
TESOL Arabia 2003
This seventh volume of the TESOL Arabia Conference Proceedings bring together 21 full length papers stemming from presentations given at the 2002 conference in Abu Dhabi. Picking up on the conference theme of “Critical Reflection & Practice”, the authors explore a number of key content areas within English language teaching. In doing so, they are representing the range of current research, practice, and reflection in their own teaching contexts.
Learner-Based Teaching (Call no. O /1529/ 1992)
Colin Campbell & Hanna Kryszewska
Oxford University Press 1992
This book contains over seventy easily adaptable activities that can be used either to supplement a course book or to form the basis of an entire teaching program. There are activities for learners at all levels, and variations are suggested for different class sizes and lengths of teaching period. Areas covered include grammar, vocabulary and examination practice. It will be especially helpful to teachers working in conditions where there is limited access to published materials.
Methodology in Language Teaching: An Anthology of Current Practice (Call no. C /0321/ 2002)
Jack C. Richards and Willy A. Renandya, (Eds.)
Cambridge University Press 2002
This comprehensive anthology provides an overview of current approaches, issues, and practices in the teaching of English to speakers of other languages. Containing a broad collection of articles published primarily in the last decade, it illustrates the complexity underlying many of the practical planning and instructional activities involved in teaching English. These activities include teaching English at elementary, secondary, and tertiary levels, teacher training, language testing, curriculum and materials development, the use of computers and other technology in teaching, as well as research on different aspects of second-language learning. Organized into 16 sections, the book contains 41 articles by well-known teacher trainers and researchers. Also included are two sets of discussion questions--a pre-reading background set and a post-reading reflection set. The anthology serves as an important resource for researchers, M.A. TESOL students, and teachers wishing to design a basic course in methodology.
More than a Native Speaker (Call no. T /2020/ 1996)
Don Snow
TESOL 1996
Don Snow has done a superb job of consolidating and organizing a large amount of information into a very readable text. Under three general headings (Preparing to Teach, Aspects of Language Teaching, and Living Abroad) he has tucked 16 chapters and four appendices that cover the spectrum. In the "Aspects" section he's included listening, speaking, reading, writing, vocabulary, grammar, teaching culture, and even a "trouble-shooter's guide to the classroom." And it's all eminently practical. Appendices include long lists of ideas for conversations and writing assignments as well as course planning pointers and suggested supplementary books.
Network-Based Language Teaching: Concepts and Practice (Call no. C /0323/ 2000)
Mark Warschauer and Richard Kern, (Eds.)
Cambridge University Press 2000
This important new book provides a critical collection of recent research on on-line communication for second language learning, including uses of electronic mail, real-time writing, and the World Wide Web. Chapters analyze the theories underlying computer assisted learning, explore the contexts that affect network-based teaching, and examine the linguistic nature of computer-mediated interaction in both textual and multimedia environments. Each chapter has been specially written for this collection by an individual who has done extensive research on the topic explored. The result is a highly readable but in-depth analysis of the way that on-line communication is reshaping language teaching.
New Ways in Content-Based Instruction (Call no. O /2022/ 1997)
Donna M. Brinton & Peter Master (Eds.)
TESOL 1997
Content-based instruction is a dynamic and effective approach to second and foreign language instruction. This volume adds to the literature by offering detailed in-class activities to accompany theme-based second language courses, sheltered content-area courses and paired or adjunct arrangements in which language and content courses are taught in tandem, with mutually negotiated activities. Teachers in training, practicing teachers, material developers, program administrators, and teacher educators should find this volume replete with ideas, activities and handouts that they can adapt to the needs of their particular groups of language learners.
New Ways in Teaching Adults (Call no. T /2025/ 1997)
Marilyn Lewis, (Ed.)
TESOL 1997
This volume offers learners new ways of looking at tasks for adult learners by organizing the activities according to the source of input. These sources range from the formal input of direct teaching to language collected by students in out-of-class tasks. They include print, graphics, and sound. Some are open-ended, in the form of stimuli; others are complete texts. Some have been created by the teacher while others come from the students various authentic sources.
New Ways in Teaching English at the Secondary Level (Call no. T /2027/ 1999)
Deborah J. Short
TESOL 1999
This book offers an international collection of best practices that addresses the particular interests and demands of working at the secondary level in ESL and EFL settings. Created by ESL and EFL educators who teach at the secondary level, the activities included here are classroom tested and student approved.
Teaching English as a Second and Foreign Language (Call no. H /0809/ 2001)
Marianne Celce- Murica, (Ed.)
HEINLE & HEINLE 2001
This is a must both for current and prospective teachers! It is well-written and well structured. It encompasses effective methods and guidelines that will optimize teaching. The book is divided in chapters which facilitates reading. To exemplify, if you are not a native speaker of English language and you intend to teach English as a foreign language, there is a special section only for you. This is a comprehensive yet lucid account of the most effective approaches to teaching.
Teaching Large Multilevel Classes (Call no. C /0333/ 2001)
Natalie Hess
Cambridge University Press 2001
Teaching Large Multilevel Classes provides practical advice for teachers who work with large mixed-ability classes. Easy to follow and rich in techniques, it will energize a classroom. It develops student motivation, interest, participation and student responsibility through a range of activities. This book is for English language teachers in a variety of teaching environments. These include primary, secondary or tertiary classes where English is not the first language. Teachers in adult learning centers and language institutes will also benefit from the useful strategies offered by Teaching Large Multilevel Classes.
Teaching by Principles (Call no. L /1216/ 2001)
H. Douglas Brown
Longman 2001
Teaching by Principles provides an overview of the art of teaching English. Much of the book focuses on teaching English as a second language in the United States. However, there is much that a teacher of English as a foreign language could use, as well. The book provides some theory as well as practical advice and sample lessons. It is a good start for the new teacher.
Techniques and Principles in Language Teaching (Call no. O /1548/ 2000)
Diane Larsen- Freeman
Oxford University Press 2000
It is clearly written and the methods, from the Audio-Lingual Method to Content Based Instruction, are presented in a format that facilitates pre-service and in-service teachers' understanding of the theoretical background of language teaching, and the book provides relevant follow up activities that promote professional growth and allow the learner to apply what they have just learned.
Breaking (into) the Circle: Group Work for Change in the English Classroom (HE/0801/2003)
Hephzibah Roskelly
Heinemann 2003
This book offers tested methods for utilizing groups in the English classroom, methods that won't lead to anarchy but will lead to a classroom where students cooperate in the pursuit of common goals.
Engaged in Learning: Teaching English, 6-12 (HE/0802/2002)
Kathleen & James Strickland
Heinemann 2002
The authors draw on their backgrounds in composition, linguistics, and literary theory to ground their teaching in a philosophy that is student centered and inquiry based.
Challenge and Change in Language Teaching (Call no. MA/1301/1998)
Jane Willis & Dave Willis (Eds.)
Macmillan 1998
This collection of papers is for foreign-and second-language teachers and teacher trainers who want to explore and develop alternatives to teacher- and trainer-led ‘presentation’ methods. It offers sound theoretical underpinning and practical classroom approaches.
Techniques and Principles in Language Teaching (Call no. O /1557/ 2000)
Diane Larsen-Freeman
Oxford University Press 2000
It is clearly written and the methods, from the Audio-Lingual Method to Content Based Instruction, are presented in a format that facilitates pre-service and in-service teachers' understanding of the theoretical background of language teaching, and the book provides relevant follow up activities that promote professional growth and allow the learner to apply what they have just learned.
Working with Teaching Methods (Call no. H /0815/ 1998)
Earl W. Stevick
Heinle and Heinle 1998
Working with Teaching Methods is one volume of the authoritative 13-title Teacher Source series. In examining different methods of language teaching, Earl W. Stevick models a way for teachers to analyze their own teaching by thinking critically about approaches, techniques, and materials. This process of critical examination enables teachers to get at what's at stake in teaching and being a teacher.