Thomas S. C. Farrell is a professor in applied linguistics at Brock University, Canada. He has been involved with ESL and applied linguistics for the past 27 years and has written extensively on topics such as reflective practice, language teacher development, and language teacher education. His recent books include Reflective Practice in Action (2004, Corwin Press), Reflecting on Classroom Communication in Asia (2004, Longman), and Professional Development for Language Teachers (2005, Cambridge University Press, coauthored with Jack Richards).

• PrefaceAcknowledgmentsAbout the AuthorCh 1: Teaching in the First YearExploratory Break 1.1: Teaching in the First YearExploratory Break 1.2: First Year Phases of DevelopmentExploratory Break 1.3: Stages of DevelopmentExploratory Break 1.4: Stacy′s First Years of DevelopmentExploratory Break 1.5: Stacy′s First Years of SupportExploratory Break 1.6: MentorsExploratory Break 1.7: Teaching LoadExploratory Break 1.8: Nature of Classes during the First YearsExploratory Break 1.9: Helping YourselfChapter ReflectionCh 2: Planning English Language LessonsExploratory Break 2.1: Why Plan Lessons?Exploratory Break 2.2: Benefits of Planning LessonsExploratory Break 2.3: Lesson Plan DetailsExploratory Break 2.4: Writing Lesson ObjectivesExploratory Break 2.5: Lesson DesignExploratory Break 2.6: Questions to Consider Before LessonsExploratory Break 2.7: Components of a Language LessonExploratory Break 2.8: Questions for Teachers to Consider After the LessonExploratory Break 2.9: Questions for Students to Consider After the LessonChapter ReflectionCh 3: Classroom ManagementExploratory Break 3.1: Teacher: Manager or ConductorExploratory Break 3.2: Organizing the ClassExploratory Break 3.3: Conducting Group WorkExploratory Break 3.4: Dealing with the Disengaged ESL StudentExploratory Break 3.5: Facilitating Classroom CommunicationExploratory Break 3.6: Investigating Patterns of Interaction in Your ClassroomExploratory Break 3.7: Facilitating DiversityExploratory Break 3.8: Facilitating Different Learning StylesExploratory Break 3.9: Looking AheadChapter ReflectionCh 4: Teaching GrammarExploratory Break 4.1: Teaching and GrammarExploratory Break 4.2: GrammarExploratory Break 4.3: Teaching GrammarExploratory Break 4.4: Inductive and Deductive Grammar TeachingExploratory Break 4.5: Why Is English So Hard?Exploratory Break 4.6: Grammar Activity Using the CRISP MethodExploratory Break 4.7: Create your own Grammar Activities Using the CRISP MethodChapter ReflectionCh 5: Teaching WritingExploratory Break 5.1: WritingExploratory Break 5.2: Purpose and AudienceExploratory Break 5.3: Writing as ProductExploratory Break 5.4: Writing as ProcessExploratory Break 5.5: Teaching WritingExploratory Break 5.6: Assumptions About WritingExploratory Break 5.7: Peer EvaluationExploratory Break 5.8: Peer EditingExploratory Break 5.9: FeedbackExploratory Break 5.10: The Place of GrammarChapter ReflectionCh 6: Teaching SpeakingExploratory Break 6.1: Speaking a Second/Foreign LanguageExploratory Break 6.2: Rules of Face-to-Face InteractionExploratory Break 6.3: Turn-takingExploratory Break 6.4: Teaching Turn-takingExploratory Break 6.5: Establishing TopicsExploratory Break 6.6: TopicsExploratory Break 6.7: Conversation BreakdownsExploratory Break 6.8: RepairExploratory Break 6.9: Teaching Dimensions of SpeakingExploratory Break 6.10: Accuracy versus FluencyExploratory Break 6.11: Guidelines for Planning Speaking LessonsExploratory Break 6.12: Project FocusExploratory Break 6.13: Project InformationExploratory Break 6.14: Class ProjectChapter ReflectionCh 7: Teaching ReadingExploratory Break 7.1: Reading HabitsExploratory Break 7.2: Reading DefinitionExploratory Break 7.3: Models of ReadingExploratory Break 7.4: Reading Strategy ProfileExploratory Break 7.5: Reading StrategiesExploratory Break 7.6: Prior KnowledgeExploratory Break 7.7: Word AssociationExploratory Break 7.8: Direct ExperienceExploratory Break 7.9: CinquainExploratory Break 7.10: PredictionExploratory Break 7.11: SkimmingExploratory Break 7.12: ScanningExploratory Break 7.13: Teaching New VocabularyExploratory Break 7.14: Text StructuresChapter ReflectionCh 8: Teaching ListeningExploratory Break 8.1: ListeningExploratory Break 8.2: Bottom-up ProcessingExploratory Break 8.3: Top-Down ProcessingExploratory Break 8.4: Interactional PurposesExploratory Break 8.5: Transactional PurposesExploratory Break 8.6: Back-channelling SignalsExploratory Break 8.7: Local, Global, and Transitional RepairsExploratory Break 8.8: Comprehension ChecksExploratory Break 8.9: Soap ActivitiesChapter ReflectionCh 9: Language AssessmentExploratory Break 9.1: Language AssessmentExploratory Break 9.2: Reliability and ValidityExploratory Break 9.3: Alternative AssessmentExploratory Break 9.4: Criterion and Norm Reference AssessmentExploratory Break 9.5: Selected-response AssessmentExploratory Break 9.6: Multiple-choice TestsExploratory Break 9.7: True-false TestsExploratory Break 9.8: Matching TestsExploratory Break 9.9: Short-answer TestsExploratory Break 9.10: Essay TestsExploratory Break 9.11: Fill-in TestsExploratory Break 9.12: Oral TestsExploratory Break 9.13: PortfoliosExploratory Break 9.14: Self/Peer AssessmentExploratory Break 9.15: Constructing Language TestsExploratory Break 9.16: Create Your Own Language TestChapter ReflectionCh 10: Professional DevelopmentExploratory Break 10.1: Professional Development Needs AssessmentExploratory Break 10.2: Opportunities for Reflection and DevelopmentExploratory Break 10.3: Action ResearchExploratory Break 10.4: Critical IncidentsExploratory Break 10.5: Teaching JournalExploratory Break 10.6: Classroom ObservationsExploratory Break 10.7: Teacher Group DiscussionChapter ReflectionReferencesIndex

"The practicality of this book is profound. The ′Exploratory Breaks′ throughout each chapter provide the reader an opportunity to apply his/her learning in a focused fashion. The author does a superb job of drawing the reader into the need for the information and how to apply it in practical settings."