RELO Resources
Listening, Speaking, Reading and Writing
Last Updated 02/05
Academic Writing for Graduate Students + Commentary (Call no. M /1301/ 1994)
John M. Swales & Christine B. Feak
University of Michigan 1994
This book is written for non-native speakers who are studying for graduate degrees (at both master and doctoral levels) through or partly through the medium of English. In the first six units, the focus is on the writing tasks that are may be required in the earlier stages of a graduate career. In the last two units, the authors look further ahead. A small companion that contains commentaries on each of the eight units is used along with the main text.
Academic Writing Programs (Call no. T /2001/ 2001)
Ilona Leki, (Ed.)
TESOL 2001
This volume of the case studies in TESOL Practice series focuses on innovative courses and programs designed to teach L2 writing in a wide range of academic settings worldwide, ESL and EFL, elective and required, intensive and regular in English medium and non-English medium institutions and to a variety of students types- professionals and graduate students with extensive disciplinary knowledge and experience; young inexperienced undergraduates; those with high and low levels of language proficiency; students in English speaking countries on visas and as immigrants, some having little academic experience in any language.
Coherence in Writing (Call no. T /2006/ 1990)
Ulla Connor & Ann M. Johns, (Eds.)
TESOL 1990
This collection is a comprehensive and varied treatment of coherence. The authors interpret the elusive term coherence for the ESL/EFL teacher, teacher trainer, and researcher in the L1 and L2. The text covers both the process of making and understanding coherence as well as manifestation of coherence in written products.
Conversation (Call no. O /1513/ 1987)
Rob Nolasco & Lois Arthur
Oxford University Press 1987
This book uses the characteristics of native-speaker conversation to form a basis for teaching the skills of speaking. The book is useful source of ideas to supplement any course book at any level.
Dialogue Journal Writing with Nonnative English Speakers (Call no. T /2009/ 1990)
Joy Kreeft Peyton & Leslee Reed
TESOL 1990
Time, ownership and response are important factors for success of writing. This book is one way to provide those dynamics to students in classrooms. It will help inexperienced teachers get started and experienced practitioners find new ideas to revitalize their teaching.
English in Today’s Research World (Call no. M /1304/ 2000)
John M. Swales & Christine B. Feak
University of Michigan 2000
This new book by John Swales and Christine Feak is a strong follow-on from their Academic Writing for Graduate Students (U of Michigan Press). Swales has a long and distinguished career as a researcher into English for Academic Purposes, and this book is the first that focuses on the highest level of EAP: writing up/writing about academic research in ways appropriate to get it published in scholarly journals. Occupying its niche market alone, it is a sure-fire winner.
Essentials of English, The (Call no. P /1601/ 2003)
Ann Houge
Pearson Education 2003
This handbook answers many questions about the writing process, sentence structure, grammar, punctuation, mechanics, research and business writing. Specially written with the English learner in mind, this writer’s handbook contains all the information a writer needs to produce a correct and polished piece of writing.
Exploring Second Language Reading (Call no. H /0804/ 1999)
Neil Anderson
HEINLE & HEINLE 1999
Whether you are a beginning second language teacher or a very experienced one, this book is a "must-read." It covers the most important aspects of teaching reading in a second language. It provides the reader with thorough explanations of theories underlying the reading process, allows the reader to explore his/her personal philosophy in teaching reading, and offers a variety of instructional strategies easily adaptable to any classroom. The book reads easily and provides a lot of food for thought.
Journal Writing (Call no. T /2018/ 2001)
Jill Burton & Michael Carroll
TESOL 2001
The 13 chapters address how journals help learners compose and write for different audiences in different settings and styles, express opinions and learn through reflection. Through journal writing, the participants in these chapters teach and reinforce, create and communicate.
Listening (Call no. O /1530/ 1988)
Anne Anderson & Tony Lynch
Oxford University Press 1988
In this book the authors provide a much needed perspective on the subject and offer a selection of a small-scale design and research tasks aimed at helping teachers make practical but principled decisions in this important area.
Making Peace: A Reading/ Writing/ Thinking Text on Global Community+ Instructors Manual (Call no. C /0320/ 1998)
Elaine Brooks & Len Fox
Cambridge University Press 1998
Using the topic of peace in the global community, this innovative reader provides content-based language instruction for ESL students.
New Ways in Teaching Listening (Call no. T /2029/ 1995)
David Nunan and Lindsay Miller (Eds.)
TESOL 1995
This original collection of practical ideas for teaching listening contains contributions from practicing classroom teachers. These ideas point to the growing maturity of the profession and the value to the field of garnering ideas for teaching from those places best designed to bring about teaching and learning: classrooms.
New Ways in Teaching Reading (Call no. T /2030/ 1993)
Richard R. Day, (Ed.)
TESOL 1993
This book is a collection of activities, exercises and suggestions contributed by teachers who have used them in their teaching of reading in ESL and EFL classrooms around the world. It is a resource book for ESL and EFL reading teachers by ESL and EFL reading teachers.
New Ways in Teaching Speaking (Call no. T /2031/ 1994)
Kathleen M. Bailey & Lance Savage, (Eds.)
TESOL 1994
Speaking in a second or foreign language may be the most demanding of the four language skills. This book addresses the varied difficulties learners face in learning to speak another language. The 100+ activities presented in this volume focus on fluency, accuracy, pronunciation and speaking in specific contexts.
New Ways in Teaching Writing (Call no. T /2033/ 1995)
Ronald V. White, (Ed.)
TESOL 1995
This volume offers a range of activities that develop different composing skills, attend to the social process of reading and writing, involve the peer groups in evaluating and responding to drafts, focus on different types and formats of writing and stimulate these activities through diverse techniques and methods.
Reading (Call no. O /1538/ 1992)
Catherine Wallace
Oxford University Press 1992
This book opens with a wide-ranging discussion of what it means to be a reader in the modern world. The ideas introduced here are illustrated in the second section, which contains innovative ideas on how to approach text study in the language classroom and presents a variety of text-related exercises and activities. The book concludes by inviting teachers to explore the attitudes of their own learners as readers, and to design reading activities for them.
Speaking (Call no. O /1542/ 1987)
Martin Bygate
Oxford University Press 1987
How do learners learn to speak a foreign language? What different approaches have been developed to teach this important skill? Speaking deals with both these questions, providing clear explanations of recent research and developments in methodology. In the final section the author suggests practical ways in which teachers can gain a better understanding of the role of oral classroom activities.
Task Reading (Call no. C /0329/ 1990)
Evelyn Davies, Norman Whitney, Meredith Pike-Baky and Laurie Blass
Cambridge University Press 1990
This textbook for students of English as a second language consists of a variety of authentic reading materials. The aim is to help students--at a high beginner to low intermediate level--to recognize, read, understand, and enjoy a wide variety of readings in English that are encountered in everyday life: maps, diagrams, letters, newspaper and magazine articles, and advertisements. Teachers' Notes give helpful guidelines as well as unit-by-unit teaching suggestions.
Teaching Second Language Writing (Call no. H /0811/ 1998)
Cherry Campbell
HEINLE & HEINLE 1998
Teaching Second-Language Writing is one volume of the authoritative 13-title Teacher Source series. The author examines the issue from three distinct perspectives: Teachers' Voices, which are authentic accounts of teacher's experiences; Frameworks, which are comprehensive discussions of theoretical issues; and Investigations, which are inquiry-based activities.
Writing (Call no. O /1551/ 1996)
Christopher Tribble
Oxford University Press 1996
This book provides an introduction to both traditional and more recent approaches to the teaching of writing and shows how current teaching materials put these approaches into practice. It encourages readers to think about the reasons for teaching this important skill and provides ideas on teaching different types of writing: factual and creative, public and personal, business and academic.
Writing (Call no. O /1552/ 1988)
Tricia hedge
Oxford University Press 1988
This is a guide to writers and writing in the English language classroom, offering suggestions and guidance on student difficulties in developing clear and effective writing skills in English. Topics covered include the processes of composing and communicating, and the evaluation of writing tasks. This series gives the classroom teacher a guide to the practice of key aspects in language teaching and considers some of the underlying concepts. In each book an introduction presenting important issues in a key area is followed by examples and discussion of actual classroom materials and techniques. An ELBS/LPBB edition is available.
Reading and Writing Together: Collaborative Literacy in Action (HE/0804/2002)
Nancy Steineke
Heinemann 2002
Nancy moves students through a series of lessons that refine their skills while deepening their interests in reading, writing, and listening to the opinions of others. Nancy's approach is very refreshing. Rather than focus on exemplary work by students, she shows the reader how she has adapted collaborative learning into her classroom and even goes so far as to include actual mistakes she has made. For those of you who need all of the theory to find validity in "teacher" book findings, Nancy takes the time to show how Johnson and Johnson's collaborative learning theories apply to specific activities she has developed.
Teaching Writing Teachers (HE/0805/2002)
Robert Tremmel & William Broz
Heinemann 2002
What do writing teachers need to know? And what do they need to know how to do? Robert Tremmel and William Broz found that many of the answers to these questions revolve around a commonality of concerns and issues among high school teachers and the teachers of the first year college comp course. Yet the two levels of teachers are rarely thought of together. This book changes that with a collection of essays about writing teacher education courses and programs at both the secondary and first-year college levels.
Literacy and Language Teaching (Call no. O /1555/ 2000)
Richard Kern
Oxford University Press 2000
This book posits literacy as an organizing principle for foreign language education. Addressing key research findings in cognitive theory, socio-linguistics, discourse analysis, language acquisition, and literacy studies, the book attempts to put literary, cultural, linguistic, and cognitive theory on a productive parity with classroom practice. Written for teachers as well as language researchers, the book provides a heuristic framework for teaching reading and writing as highly interrelated acts of communication, at all levels of language study.
Exploring the Dynamics of the Second Language Writing (Call no. C /0338/ 2003)
Barbara Kroll (Ed.)
Cambridge University Press 2003
A collection of 13 original articles, this book is intended to provide a series of discussions about multiple aspects of second language writing, presenting chapters that collectively address a range of issues that are important to new teachers at the post-secondary level. The chapters provide scholarly visions, insight, and interpretation oriented toward explaining the field of teaching academic writing to non-native speakers. The book is designed to provide foundational content-knowledge in this area, each chapter authored by recognized experts in the field. Throughout the chapters, presentation and review of scholarship is presented primarily in the interest of understanding how such knowledge directly or potentially impart teaching, making this a pedagogically relevant book. In addition to helping train new teachers, the book will serve as an updated reference book for practicing teachers and scholars to consult.