RELO Resources

Teacher Education

Last Updated 02/05

Action Research (Call no. T /2002/ 2001)
Julian Edge, (Ed.)
TESOL 2001
Through reflective investigation, the writers in this volume in the case studies in TESOL Practice series have discovered how to implement changes or sustain practices that make their teaching more productive for learners. Readers will notice that the thinking teacher is no longer perceived as someone applies theories but as someone who theorizes practice.

Action Research for Language Teachers (Call no. C/0301/ 1998)
Michael J. Wallace
Cambridge University Press 1998
This practical guide can be used by teachers who wish to develop their professional expertise by investigating their own teaching in a systematic and organized way. It is also invaluable for teachers or trainee teachers who have to produce a professional project or dissertation as part of a training program. This book will help teachers to design and implement a research project, which is derived from their normal practice, with results which should be of direct relevance to them. The book is user-friendly and includes: exemplar articles and extracts which show how the research techniques can be implemented- 'Personal review' sections which help readers to think about the ideas being discussed and relate them to their own situation- commentaries which follow up issues raised in the 'Personal review' sections- chapter summaries- a glossary of all technical terms.

Advising and Supporting Teachers (Call no. C /0302/ 2001)
Mick Randall and Barbara Thornton
Cambridge University Press 2001
Advising and Supporting Teachers examines the role of the teacher-advisor and how the key skills required for producing effective feedback can be developed. The book is in two parts. The first part looks at the processes of giving advice and the second part consists of a range of tasks for the advisor. The main purpose of this book is to provide an opportunity for those involved in providing feedback to reflect on the methods which can be used to maximize the effectiveness of the learning encounter. This book will be of particular interest to everyone responsible for advising teachers including teaching practice supervisors, mentors, INSET tutors, state education inspectors, Directors of Studies running teacher appraisal and induction programs and teachers working together as 'critical friends' in informal teacher development. Advising and Supporting Teachers examines the role of the teacher-advisor and how the key skills required for producing effective feedback can be developed. The book is in two parts. The first part looks at the processes of giving advice and the second part consists of a range of tasks for the advisor. The main purpose of this book is to provide an opportunity for those involved in providing feedback to reflect on the methods which can be used to maximize the effectiveness of the learning encounter. This book will be of particular interest to everyone responsible for advising teachers including teaching practice supervisors, mentors, INSET tutors, state education inspectors, Directors of Studies running teacher appraisal and induction programs and teachers working together as 'critical friends' in informal teacher development.

Beyond Training (Call no. C /0305/ 1998)
Jack C. Richards
Cambridge University Press 1998
This book examines the nature of language teacher development and what teachers need to know in order to be able to teach effectively. It explores different approaches to teacher training, and offers many practical suggestions for the kinds of activities that can be used in teacher training programs. It also surveys theory and research on second language teacher development. The text seeks to articulate a theoretical framework for the field of second language teacher education, as well as clarify some of the issues involved in designing and implementing pre-service and in-service teacher education programs. It is a book that can be read by teachers in MA or postgraduate courses, as well as teacher trainers in language schools and universities.

Cambridge Guide to Teaching English to Speakers of Other Languages, The (Call no. C /0306/ 2001)
Ronald Carter and David Nunan
Cambridge University Press 2001
This book is the first to present in one volume an up-to-date guide to the central areas of teaching English to speakers of other languages (TESOL). Edited by two leading figures in TESOL, it contains 30 chapters written by internationally recognized language teaching professionals and applied linguists. Current topics in TESOL are examined and future developments mapped out in an accessible but comprehensive way. The book includes: - 30 chapters looking at core areas of TESOL - a list of essential reading - a detailed glossary of terms This books helps define TESOL and provides an excellent introduction for future language teaching professionals and is essential reading for students on undergraduate and postgraduate courses.

Collaborative Action Research (Call no. C /0308/ 1999)
Anne Burns
Cambridge University Press 1999
This book proposes that action research should be a collaborative process emerging from the practical concerns of groups of teachers working in a common or similar context. Teachers' first-person accounts provide the basis for exploring the challenges and constraints of action research. The book will be of interest to teachers seeking new directions for their own professional development as well as others interested in integrating collaborative action research into current practice and curriculum renewal.

Consultancy Approach, The (Call no. T /2008/ 1997)
Lisa Harshbarger
TESOL 1997
This workshop outlines a possible solution for how qualified EFL professionals, both expatriates and local, can ensure that quality programming is made accessible to teachers: the Consultancy Approach to In-Service Teacher Development. The Voices of Experience workshop packet provides the theoretical underpinnings of the consultancy approach and its basic components. It also allows participants to compare needs analyses and generate programming strategies that can be applied to their own work context.

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.

Directory of Teacher Education Programs in TESOL in the United States and Canada 2002-2004 (Call no. T /1210/2002)
Ellen Garshick, (Ed.)
TESOL 2002
This directory contains basic information about college and university programs in the US and Canada leading to a degree, certificate or other credential in the teaching of English to speakers of other languages (TESOL). It lists more than 200 institutions offering doctoral, master, certificate and undergraduate programs.

Discourse and Context in Language Teaching: A Guide for Language Teachers (Call no. C /0313/ 2000)
Marianne Celce-Murcia and Elite Olshtain
Cambridge University Press 2000
This book recommends that language teachers incorporate an awareness of discourse and pragmatics in their teaching if they truly wish to implement a communicative approach in their classrooms. After two introductory chapters on discourse and pragmatics, the authors show how a discourse perspective can enhance the teaching of traditional areas of linguistic knowledge (pronunciation, grammar, and vocabulary) and the teaching of language processing skills (listening, reading, writing, and speaking). This awareness of discourse is then carried over to curriculum development, assessment, and classroom research. With discussion questions and activities at the end of each chapter, this book can be used in methods courses or in-service training programs.

Distance-Learning Programs (Call no. T /2011/ 2001)
Lynn Henrichsen
TESOL 2001
The 14 cases in this volume of Case Studies in TESOL Practice series show that distance learning takes a variety of forms. Practitioners employ the full range of available communications media and information systems. In addition, TESOL educators use distance learning for divers purposes-ranging form the developing of the basic language skills to the preparation of ESOL teachers. The first seven cases in this book involve various aspects of teaching ESOL, and the final seven concern ESOL teacher preparation programs.

Doing Teacher Research (Call no. H /0803/ 1998)
Donald Freeman
HEINLE & HEINLE 1998
Doing Teacher Research 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.

Focus on the Language Learner (Call no. O /1520/ 1989)
Elaine Tarone & George Yule
Oxford University Press 1989
The aim of this book is to put the learner firmly at the center of language teaching. After a discussion of the basic issues involved in identifying learner needs, the authors focus on what learners need to know, what they do and do not know, and how they view their own abilities.

Handbook of Funding Opportunities in the field of TESOL (Call no. O /2013/ 1998)
Stephen Stoynoff & Terry Camacho
TESOL 1998
This book is a professional response to the task of identifying and effectively pursuing sponsored support for the wide range of professional activities undertaken by those engaged in teaching English to speakers of other languages.

Implementing the ESL Standards for Pre-K- 12 Students through Teacher Education (Call no. T /2014/ 2000)
Marguerite Ann Snow, (Ed.)
TESOL 2000
The book is a valuable resource for teacher educators as well as teacher learners. The prologue describes the role of the teacher educator in standards-based educational reform and contains practical ideas for using the ESL standards in various courses within teacher education programs. The reminder of the volume provides necessary readings for prospective and practicing teachers working with linguistically and culturally diverse students.

Individual Freedom in Language Teaching (Call no. O /1523/2001)
Christopher Brumfit
Oxford University Press 2001
Starting from the premise that each person develops a unique personal code of communication, Christopher Brumfit examines the roles of teachers and learners and the approaches that educational professionals should develop in support of learners. The book draws upon linguistic, psychological philosophical and sociolinguistic principles and uses practical examples from second, foreign and mother tongue teaching. It attempts to integrate theoretical and empirical work with the practical needs of institutions and of teachers without losing sight of learner’s needs for free personal choice combined with effective communication.

Integrating the ESL Standards into Classroom Practice: Grades 3-5 (Call no. C /2015/ 2000)
Katharine Davies Samway, (Ed.)
TESOL 2000
Practicing classroom teachers who approached integrating the ESL standards in the classroom in different ways taught then wrote about their units. In describing skills that ESOL students must master, these teachers show how the standards become planning tools, observational aids, assessment guides and routes to the language development.

Integrating the ESL Standards into Classroom Practice: Grades 6-8 (Call no. T /2016/ 2000)
Suzanne Irujo, (Ed.)
TESOL 2000
Practicing classroom teachers who approached integrating the ESL standards in the classroom in different ways taught then wrote about their units. In describing skills that ESOL students must master, these teachers show how the standards become planning tools, observational aids, assessment guides and routes to the language development.

Integrating the ESL Standards into Classroom Practice: Grades 9-12 (Call no. T /2017/2000)
Barbara Agor, (Ed.)
TESOL 2000
Practicing classroom teachers who approached integrating the ESL standards in the classroom in different ways taught then wrote about their units. In describing skills that ESOL students must master, these teachers show how the standards become planning tools, observational aids, assessment guides and routes to the language development.

Language Teaching Awareness (Call no. C /0316/ 1999)
Jerry G. Gebhard and Robert Oprandy
Cambridge University Press 1999
This book is a guide devoted to what language teachers can do to become more aware of and explore their teaching beliefs, attitudes, and practices. It provides teachers with the kind of knowledge and guidelines that can empower them to make their own informed teaching decisions. As such, teacher educators will find this a practical book to use in training courses.

Learner Autonomy (Call no. C /0318/2000)
Agota Scharle & Anita Szabo
Cambridge University Press 2000
Learner Autonomy offers practical guidance on helping learners realize that their contribution to the teaching-learning process is crucial. It also encourages them to take an active role in their own learning. Rather than advocating radical changes in classroom management, the book focuses on the gradual process of changing learner attitudes. The activities are designed to develop a comprehensive range of skills and attitudes including motivation, learning strategies, self-monitoring and cooperation. The activities can be easily integrated into the regular curriculum as almost all serve some linguistic purpose in addition to learner development.

Learning Strategies Handbook, The (Call no. L /1207/ 1999)
Anna Uhi Chamot, Sarah Barnhardt, Pamela Beard El-Dinary & Jill Robbins
Longman 1999
If you are interested in teaching your students not only ESL but also how to learn, this book is for you. Based on the CALLA method to teaching (as described in Ana Chamot's Calla Handbook) the concept behind this text is to show how to teach students various strategies on how to become better learners and improve memory. With these skills, students are more apt to use higher order thinking skills in the classroom. In this particular book, you will find out how to implement the CALLA system step by step; there are all sorts of charts and reproducible forms for students and teachers to use.

Making it Happen (Call no. P /1604/ 2003)
Patricia A. Richard-Amato
Pearson Education 2003
This book provides a comprehensive vision of second language teaching and explores ways to create meaningful interaction in the classroom.

Mentor Courses (Call no. C /0337/ 2002)
Angi Malderez & Caroline Bodoczky
Cambridge University Press 1999
This practical resource book provides a collection of materials for use on mentor courses. It presents a range of activities and processes for exploring the roles and duties of mentors and for developing and practicing the skills required. The book begins with a discussion of the principles and practice of mentor courses. There then follow several chapters which provide a wide range of in-session activities. The final chapters provide suggestions and materials for projects and assignments. The activities are presented in a user-friendly format which includes guidance on aims, materials, classroom organization and procedure. A special feature of the overall experiential approach adopted in the book is the emphasis on role-play, which allows trainee mentors to practice their role in a sheltered and unthreatening environment. This book is suitable for all those involved in the training of mentors.

New Ways in Teacher Education (Call no. T /2024/ 1993)
Donald Freeman and Steve Cornwell, (Eds.)
TESOL 1993
This book focuses on activities that help teachers come to make sense of what they do. It offers teacher educators a departure from the knowledge transmission model of teacher education, in which learners-of- teaching are told what to do in their classrooms.

Practical English Language Teaching (Call no. MH /1301/ 2003)
David Nunan (Ed.)
McGraw Hill
Practical English Language Teaching offers a thorough yet a practical overview of language teaching methodology for teachers and teachers in preparation.

Professional Presentations (Call no. M /1306/ 1998)
Tracy Henninger-Chiang & Judee Reel
University of Michigan Press 1998
This textbook incorporates a global perspective on the topic of presentations, with strong emphasis on the influence different cultures have on each aspect of making presentations.

Pursuing Professional Development (Call no. H /0807/ 2001)
Kathleen M. Bailey, Andy Curtis & David Nunan
HEINLE & HEINLE 2001
Based on the belief that teachers ultimately are responsible for their own professional development, this book explores the concept of reflective teaching and provides practical advice on how to examine critically one's own teaching practices.

Reflective Teaching in Second Language Classrooms (Call no. C /0324/ 1996)
Jack C. Richards & Charles Lockhart
Cambridge University Press 1996
Already accepted as a method of teacher development in general education, 'reflective teaching' is now gaining importance in TESOL training. Reflective Teaching in Second Language Classrooms introduces teachers to techniques for exploring their own classroom experiences. Numerous books deal with classroom observation and research, but this is the first to offer a carefully structured approach to self-observation and self-evaluation. Richards and Lockhart aim to develop a reflective approach to teaching, that is, one in which teachers collect data about their own teaching, examine their attitudes, beliefs, and assumptions and use the information obtained as a basis for critical reflection on teaching practices. The approach is not linked to a particular method, but rather can be applied to a variety of methodologies and teaching situations. Each chapter includes questions and activities appropriate for group discussion or self-study.

Second Language Teacher Education (Call no. C /0325/ 1990)
Jack C. Richards & David Nunan, (Eds.)
Cambridge University Press 1990
This collection provides a detailed account of current approaches to the education of teachers of second languages. It offers valuable ideas on the observation and supervision of classrooms, on self-evaluation by teachers, and on teaching itself. Its emphasis reflects the shift in orientation from teacher training to teacher education, in which teachers are involved in developing their own theories of teaching, understanding the nature of teacher decision making, and developing strategies for critical self evaluation. The book is aimed at teachers, educators of teachers, and workshop facilitators involved both in pre-service and in-service education of teachers of second and foreign languages.

Self-Directed Teachers, The (Call no. C /0326/ 1996)
David Nunan & Clarice Lamb
Cambridge University Press 1996
Advances in second language teaching methodology, including new emphases on learner-centeredness and individualized instruction, have significantly changed the roles teachers play in the classroom and made ever greater demands on their classroom management skills. Nunan and Lamb help language teachers to meet these new demands by providing them with the practical knowledge and skills necessary for the effective management of teaching and learning in today's classrooms. The central focus of the book is on the independent decisions teachers must make in key areas such as lesson planning, teacher talk, group work, error correction, resource management, and evaluation. The text uses a task-based approach, and the material presented is well-supported by theory and research.

Success in English Teaching (Call no. O /1543/ 2000)
Paul Davies & Eric Pearse
Oxford University Press 2000
It is a comprehensive and readable introduction to teaching English. Clear and jargon-free, it is easy to follow and suitable for initial teacher training, but also provides guidance and fresh ideas for more experienced teachers. It offers realistic ways of achieving success even with large classes and few resources.

Tasks for Independent Language Learning (Call no. T /2043/ 1996)
David Gardner & Lindsay Miller, (Eds.)
TESOL 1996
This is an “idea” book of recipes for independent language learning tasks written for teachers by teachers from secondary and tertiary institutions in the US, the Pacific Rim, and Europe. The tasks serve as guidelines the teacher can use to create many different activities for his/her own learners and to set up ways for learners to take control of their learning by deciding how will they complete the task, monitoring how well they perform, and deciding what to do next. It is the teacher’s job to develop these ideas into creative tasks to promote independent learning.

Tasks for Language Teachers (Call no. C /0328/ 1993)
Martin Parrott
Cambridge University Press 1993
This practical resource book for teacher trainers and teachers of English and other languages provides task material for training seminars and development groups. The topics are wide-ranging--from the nature and processes of language learning to specific materials and techniques for use by teachers. The tasks are designed to stimulate meaningful discussion of issues related to language teaching and learning. The book contains forty tasks, of two types. The Discussion Tasks are designed to allow users to examine general principles and issues in the context of their specific teaching circumstances, and to exchange ideas. The Classroom-Based Tasks provide users with a practical framework for small-scale classroom research--testing out ideas, assumptions and hypotheses in the context of their own classes and learners. The tasks are cross-referenced, to help trainers integrate them into training and development programs.

Tasks for Teacher Education (Course Book) (Call no. L /1214/ 1998)
Rosie Tanner & Catherine Green
Lonman 1998
This course book is part of a practical teacher-training course for use in class with trainees and contains a wide variety of tasks on a range of teaching issues. The course has a non-prescriptive, highly adaptable approach to teacher training.

Teacher Education (Call no. T /2044/ 2000)
Karen E. Johnson, (Ed.)
TESOL 2000
In this volume of the Case Studies in TESOL Practice series, TESOL teacher educators form around the world reflect on the experiences of teachers as learners of language teaching. They illustrate ways of preparing teachers to work in divers cultural linguistic and social contexts. They document the creation and viability of professional communities through pre- and in-service activities. They embrace the processes of teacher socialization that occur in classrooms, schools, and the wider professional communities where teacher work. They assess teaching by focusing on how teachers make sense of their classroom practices and the social contexts within which they teach.

Teacher Learning in Language Teaching (Call no. C /0331/ 1996)
Donald Freeman & Jack C. Richards, (Eds.)
Cambridge University Press 1996
This book introduces a new field of educational research called "teacher learning," as it applies to the teaching of languages. Seventeen original articles, based on studies done in North America, Europe, Asia, and Australia, provide examples of theory and research into teacher learning and of the role that previous experience, social context, and professional training play in the process.

Teachers’ Narrative Inquiry as Professional Development (Call no. C /0332/ 2002)
Karen E. Johnson & Paula R. Golombek, (Eds.)
Cambridge University Press 2002
This innovative volume is a collection of highly personal, contextualized stories of teachers inquiring into their own experiences as learners of language teaching. As such, their stories of inquiry represent the journey of how they know as well as what they know. The intent of this collection is to bring teachers "ways of knowing" into our professional conversations so as to transform our understandings of language teachers and language teaching. By making teachers' ways of knowing public, open to review by others, and accessible to others in this profession, the editors hope to validate language teachers' ways of knowing and the activity of language teaching in ways afforded to other forms of scholarly work. The editors encourage readers to look for multiple interpretations and multiple layers of meaning in these stories, and in doing so, hope to change our collective perceptions of what counts as knowledge, who is considered knowledgeable, and what counts as professional development in language teacher education. Pre-service and in-service teachers will benefit from the insights provided in this book, as will Language Teacher Educators and education researchers.

Teaching in Action: Case Studies from the Second Language Classrooms (Call no. T /2045/ 1998)
Jack C. Richards, (Ed.)
TESOL 1998
This book is a collection of short case studies that describe how teachers respond to problems they encounter in their teaching. Each case study describes thee context in which the teacher is working, the problem that occurred and how the teacher responded to the problem following each case study is a short commentary by a teacher educator how reflects on the type of problem the teacher encountered and the teacher’s solution. The book contains 75 case studies from teachers working in a wide variety of settings and contexts in different parts of the world.

Teaching English as a Second and Foreign Language (Call no. M /1308/ 1996)
Jerry G. Gebhard
University of Michigan 1996
This is a book on language teaching for language teachers. The book takes the view that language teachers must be responsible for making the ideas in the book real for their own particular contexts. The book starts with self-development as a theme and then moves on to teaching skills. Jerry Gebhard is careful to point out that he is not providing a bag of tricks as each application is backed-up with a sound theoretical perspective. The references in each section are excellent if the busy teacher has some time to read in more depth. Also, each chapter has activities that teachers can explore in order to apply the chapter information to their own particular context.

Teaching and Learning in the Language Classroom (Call no. O /1547/ 2000)
Tricia Hedge
Oxford University Press 2000
This is a comprehensive handbook for teachers wishing to develop and explore their teaching. It involves teachers in their own professional development and aims to develop insights into issues, problems, and possibilities in ELT methodology. It is also useful as a general reference for the classroom teacher. Each chapter is illustrated with examples from course materials and includes follow-up activities and recommended reading.

Training Foreign language Teachers (Call no. C /0334/ 1991)
Michael J. Wallace
Cambridge University Press 1991
Training Foreign Language Teachers is aimed at anyone in the area of foreign language teaching who is engaged in designing, running or taking part in teacher education programs. The book begins by examining some current models of teacher education. It goes on to describe the notion of the teacher as 'reflective practitioner' - someone who reflects on the practice of their profession as a way of developing their expertise in it. Training Foreign Language Teachers explores ways in which a reflective approach can be applied to many areas of the teacher education program, including: - classroom observation - microteaching - design and assessment of teacher education programs. The book contains many suggestions for practical work and discussion, and numerous applications to actual situations, including an extended case study.

Training Others to Use the ESL Standards: A Professional Development Manual (Call no. T /2047/ 2000)
Deborah J. Short, Emily Lynch Gomez, Nancy Cloud, Anne Katz, Margo Gottlieb & Margaret Malone
TESOL 2000
This manual was created for staff developers, teacher trainers, teacher education faculty, and other technical assistance providers who deliver professional development in pre- and in-service programs. It offers the professional development tools necessary to prepare ESL, bilingual and content teachers and curriculum and assessment specialists to incorporate ESL standards in their programs.

Understanding Communication in Second Language Classroom (Call no. C /0335/ 1995)
Karen E. Johnson
Cambridge University Press 1995
This volume offers an integrated view of communication in second language classrooms, one that acknowledges the importance of what teachers and students bring to the class environment, as well as what actually occurs during face-to-face communication within the classroom. Drawing on actual classroom transcripts from a range of instructional settings, Johnson constructs a conceptual framework through which teachers can recognize how patterns of classroom communication are established and maintained, how these patterns affect students' participation in classroom events, and how their participation shapes the ways they use language for learning and their opportunities for second language acquisition. Relevant research is presented from the areas of classroom discourse, language in communities, teacher cognition, classroom learning, and second language acquisition.

Understanding Language Teaching (Call no. H /0812/ 1999)
Karen E. Johnson
HEINLE & HEINLE 1999
In this book the author examines three teacher’s commentaries about what they know, believe and think about the learning process, thereby enabling readers to begin to understand and enhance their own reasoning and teaching practices.

Understanding Research in Second Language Learning (Call no. C /0336/ 1988)
James Dean Brown
Cambridge University Press 1988
Designed for language teachers with no previous background in statistics, this book focuses on the skills and processes necessary for understanding statistical research in language learning. Brown explains the basic terms of statistics; the structure and organization of statistical research reports; the system of statistical logic; and how to decipher tables, charts, and graphs. By the end of the book, readers will be able to make knowledgeable judgments about the relative qualities of a study and to assess the value of the results of a study in relation to a specific language-teaching situation.

Language and Culture (Call no. O /1528/ 1998)
Claire Kramsch
Oxford University Press 1998
The book is an excellent introduction to the subject. Readers should be aware that it is in the nature of an 80-page survey to condense matters. However, students should also be aware that the terminology introduced is necessary for the study of the subject.

New Ways in Teaching Culture (Call no. T /2026/ 1997)
Alvino E. Fantini, (Ed.)
TESOL 1997
The introductory section offers conceptual background essays by experts in the field. Parts II-V are devoted to innovative classroom activities that include culture and intercultural exploration as an integral part of the language experience. A final section offers an annotated bibliography of pertinent work.

Teaching Culture (Call no. H /0808/ 2001)
Patrick R. Moran
HEINLE & HEINLE 2001
This text provides an account of the role of culture in context and pedagogy. Accounts from the classroom, and an analysis of materials provide an in-depth overview of this topic.

Discourse Analysis in the Language Classroom/ Vol.: 1- The Spoken Language(Call no. M /1309/1999)
Heidi Riggenbach
University of Michigan 1999
This book has been written for ESL/EFL teachers who wish to have a better understanding of discourse analysis as it applies to the language classroom and who need to design courses and materials with the goal of developing their students’ skills as researchers in acquiring their new language. Activities included in this text have been designed to put students in the role of discourse analysts and language researchers so they may learn the patterns and systems for themselves.

Genre and the Language Learning (Call no. M /1310/2001)
Brian Paltridge
University of Michigan 2001
This text introduces teachers and teachers-in-training to the concept of genre analysis and suggests ways in which the results of genre analysis can be applied to language learning classrooms. It provides genre-oriented activities that will help teachers extend and diversify their everyday teaching practice.

Understanding the Courses We Teach (Call no. M /1312/ 2001)
John Murphy & Patricia Byrd (Ed.)
University of Michigan 2001
This book provides current and prospective teachers of ESL/EFL with opportunities to examine context-specific ways teachers conceptualize, organize and implement actual language courses. By focusing on individual teachers’ discussions of instructional plans, discussions and experiences in specific courses, this book is the perfect complement to other professional development resources, such as methods course textbooks, because it successfully bridges the gap between theory and practice.

Mentoring Foreign Language Teaching Assistants, Lecturers, and Adjunct Faculty(Call no. H /0814/ 2001)
Benjamin Rifkin
Heinle and Heinle 2001
The latest volume in the popular AAUSC journal series for directors of university language programs, the 2000 edition focuses on how to successfully develop the skills of non-tenured language instructors. Contributing authors include: Sangeeta Dhawan, University of Toledo, Elizabeth Guthrie, University of California-Irvine, Elizabeth Bernhardt, Stanford, Richard Robin, George Washington University John Klapper, University of Birmingham (United Kingdom).

Discourse Analysis in the Language Classroom Vol:2 Genres of Writing (Call no. M /1313/ 2003)
Ann Wennerstrom
University of Michigan 2003
The discourse Analysis approach presented in this volume is intended for high-intermediate to advanced students. It involves organizing a class curriculum so that the students research a variety of genres of written discourse.

A Practicum in TESOL: Professional Development through Teaching Practice (Call no. C /0339/ 2003)
Graham Crookes
Cambridge University Press 2003
A Practicum in TESOL is a valuable source book for both teacher educators and classroom teachers. It ranges widely across key areas of practice from the nitty-gritty of lesson planning and classroom management, through conceptual areas such as motivation and observation, to crucial if more abstract aspects, such as teachers' beliefs and values. It also delves into the moral and political dimensions of teaching. Discussion of these areas, though well-grounded in relevant academic literatures, is also supported by extensive quotes from real teachers working on their practice. The treatment is sufficiently challenging to interest the experienced teacher, while covering matters of basic practice that would be of concern to the beginner. Anyone doing a TESOL practicum will want to use this book whether as an in-service teacher or as a teacher longing to further her professional development. A Practicum in TESOL can be used individually or in groups.

New Interchange: Teacher Training Video Manual (Call no. C /0340/ 2002)
Kate Cory-Wright
Cambridge University Press
The New Interchange Teacher Training Video and accompanying manual provides teachers with a thorough introduction to New Interchange and step-by-step instructions for teaching the activities found in a typical unit from the Student’s Book. The teacher training program is divided into ten modules appropriate for group training or self-study. This flexible program provides from 5 to 20 hours of professional development.

Understanding Expertise in Teaching (Call no. C /0343/ 2003)
Amy B.M. Tsui
Cambridge University Press 2003
Amy B.M. Tsui has provided a major service to the field of applied linguistics in this first detailed study of what expertise in language teaching consists of and how it develops in language teachers. Through exploring the classroom practices and knowledge of her subjects, in four illuminating case studies, Tsui succeeds in clarifying the nature of expertise in language teaching, the factors that shape and influence its development, and how teachers employ their expertise in teaching. In the process, the author critically examines an extensive literature on teacher cognition and shows how teachers' theories, knowledge, experience and goals shape their classroom practices and their ability to move from novice to expert. Understanding Expertise in Teaching is a valuable addition to the literature on teacher cognition in language teaching and is of considerable interest to researchers, teachers, and teacher educators in Applied Linguistics and TESOL.

Planning Lessons and Courses (Call no. C /0342/ 2001)
Tessa Woodard
Cambridge University Press 2001
This book is about planning lessons and courses for students of English as a foreign language. It is the only book on the market totally devoted to this. It does not take the view that "planning" equals writing pages and pages of notes by an assessor or observer. Rather it takes the everyday reality of the working teacher as they design short and long instructional units. Each chapter is based on a real life question, such as: Who are the students? When is the lesson? What can go in to a lesson or course? How do people learn? How can I teach? What materials can I choose? How can I get started on planning? What are my constraints and freedoms? What activities can I use and adapt?Each chapter contains both thought provoking analysis of parts of a teacher's job and many practical principles clearly explained. The book is designed to help inexperienced teachers gather working routines and sequences of ideas and to help experienced teachers to refresh the routines they have grown used to.

Teaching in the IT Age (Call no. TA/2002/2004)
Peter Davidson, Mashael Al-Hamly, John Aydelott, Mohammed Khan, Kathy Bird, Christine Coombe(Ed.)
TESOL Arabia 2004
This volume contains selected articles that originated as presentations given at the 9th TESOL Arabia Conference held in Dubai, the United Arab Emirates, on 12-14 March, 2003. The 31 articles selected for inclusion in these proceedings are representative of the diverse range of the research interests of the TESOL Arabia membership. This volume significantly contributes to the growing body of English language teaching research in the region. Such research is invaluable in assisting teachers to become more effective in the classroom. The articles are grouped in the following seven sections: Skill Areas, Information Technology, Program Evaluation, Assessment and Testing, Sociolinguistics, Learning Styles and Strategies and Teacher Education and Evaluation.