Enriching Esol Pedagogy

• Contents: Preface. Introduction. Part I: Questioning the Nature of Methods. M.A. Clarke, S. Silberstein, Problems, Prescriptions, and Paradoxes in Second Language Teaching. A. Holliday, Teachers' and Students' Lessons. C.M. Roller, Classroom Interaction Patterns: Reflections of a Stratified Society. A. Pennycook, The Concept of Method, Interested Knowledge, and the Politics of Language Teaching. Part II: Seeing the Classroom. J.F. Fanselow, Let's See: Contrasting Conversations About Teaching. K.M. Losey, Gender and Ethnicity as Factors in the Development of Verbal Skills in Bilingual Mexican American Women. L. Harklau, ESL Versus Mainstream Classes: Contrasting L2 Learning Environments. G. Hull, M. Rose, K.L. Fraser, M. Castellano, Remediation as Social Construct: Perspectives From an Analysis of Classroom Discourse. C. Genishi, Observing the Second Language Learner: An Example of Teachers' Learning. Part III: Theories Into Practice: Promoting Language Acquisition. S. Krashen, Theory Versus Practice in Language Training. K. Krahnke, M.A. Christison, Recent Language Research and Some Language Teaching Principles. M.A. Clarke, On the Nature of Technique: What Do We Owe the Gurus? E.R. Auerbach, What Is a Participatory Approach to Curriculum Development? Part IV: Theories Into Practice: Keeping Language Meaningful. J.W. Lindfors, The Classroom: A Good Environment for Language Learning. S. Hudelson, Teaching English Through Content-Area Activities. V. Zamel, From the Margins to the Center. K. Boudin, Participatory Literacy Education Behind Bars: AIDS Opens the Door. Part V: Questioning Assumptions About Language and Identity. H.G. Widdowson, The Ownership of English. Y-S.D. Chiang, M. Schmida, Language Identity and Language Ownership: Linguistic Conflicts of First-Year University Writing Students. S. Vandrick, ESL and the Colonial Legacy: A Teacher Faces Her 'Missionary Kid' Past. S.J. Ortiz, The Language We Know. A. Tan, Mother Tongue.

"this anthology has two major strengths: (a) the essays in the collection are well-written and well-documented articles, mainly by leading specialists in ESOL research and pedagogy; and (b) the reflection and inquiry activities designed by the editors stimulate introspection, application, and extension of the ideas presented in each section of the book."—The Modern Language Journal"...this is a book that ESOL methods teachers and students should find very useful in grappling with some of the more salient issues in the field."—Studies in Second Language Acquisition"I am very enthusiastic about this book. It will provide a much-needed resource for the field."—Judith RodbyCalifornia State University, Chico"Zamel and Spack have set out to rectify a major problem with second language and literacy teacher training, and that is its lack of intellectual depth, a lack stemming from a historical focus on classroom practice as separated from theory-making....By asking faculty/teachers-in-training to think about others' ideas and experience and their own, to observe and reflect, to work on making sense of what they know, and to connect and integrate in order to create their own learning, they are bringing second-language training into social theory and vice versa....This book has the potential for affecting significant change."—Linda Lonon BlantonUniversity of New Orleans