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Bureau
of Educational and Cultural Affairs 
Teacher ResourcesTeaching English as an International LanguageSandra Lee McKay Oxford University Press This book is based on the premise that English has evolved into
an international language and therefore must be treated differently
from other second or foreign languages. The use of English around
the world is portrayed as three concentric circles (a model originally
proposed by Braj B. Kachru). The "inner circle" consists
of countries where English is the primary language (for example,
the United States or Australia). In "outer circle" countries,
English has a special status of some sort and is generally taught
as a second language (for example, the Philippines and India). In
"expanding circle" countries, English is taught as a foreign
language. This model is then used to see how the English language
and English teaching evolve in different contexts. In discussing
the notion of a standard variant of English, McKay points out the
dynamism of the language, particularly in outer circle countries,
and explains how the definition of standard is changing and diversifying.
She also explains how the definition of native speaker varies depending
on the degree of emphasis given to upbringing (being raised with
the language in the family), usage across one's lifetime, language
proficiency, and language identity. When considering the role of
cultural content in teaching English as an international language,
McKay asserts that cultural content should not be limited to that
found in inner circle countries. The cultural content of ESL and
EFL courses should include opportunities to learn about one's own
culture in relation to other cultures. In either case, the focus
should be on "establishing a sphere of interculturality"
(p. 89). The book also covers cultures of learning and questions
the appropriateness of communicative approaches to language learning
in many non-Western contexts. Rather than emulating language teaching
methods proposed by educators from inner circle cultures, teachers,
at a local level, should be developing their own culturally appropriate
pedagogies. Humanizing Your Coursebook: Activities to Bring Your Classroom to LifeMario Rinvolucri First Person Publishing/English Teaching Professional/Delta
Publishing This book of short, practical activities can be useful for nearly
anyone-from the novice teacher still establishing his/her teaching
style to the experienced teacher who is disenchanted or bored with
the required course text and looking for new ways of making it come
alive. The 95 activities are divided into 8 categories: icebreakers
and warm-up activities, grammar, vocabulary, reading, writing, listening,
speaking, and "looking backwards and forwards" (reviewing
prior work and building confidence before exams). These multi-sensory
activities are based on Howard Gardner's theory of multiple intelligences
and the implication that good teaching draws on the traditional
intelligences (linguistic and logical-mathematical) as well as the
non-traditional ones (kinesthetic, musical, spatial, interpersonal,
and intrapersonal). The activities also incorporate Caleb Gattegno's
principles that learning is promoted by limiting the role of the
teacher, putting students in a "discovery" mode, and having
students focus on the here and now. The book is well organized and
easy to follow. Two activities are given on each page, with the
suggested proficiency level for learners and required materials
noted first. Preparation time and required materials are minimal
for the activities, and the classroom procedure is presented clearly
in numbered steps. In some cases, variations on the activity are
provided. Testcraft: A Teacher's Guide to Writing and Using Language Test SpecificationsFred Davidson and Brian K. Lynch Yale University Press Do you need to have a Ph.D. in Psychometrics and Educational Measurement
in order to design tests? Absolutely not, say Davidson and Lynch
in this clear and practical guide to developing contextually appropriate
tests. According to the authors, tests should be written by a group
of invested individuals. The key is the test specifications ("specs")
that serve as a generative blueprint from which test items or tasks
can be produced. Test specs should be iterative, consensus-based,
and sensitive to the mandate, or the constraints and beliefs of
the system the test specs are being designed for. The book seeks
to widen the community of test developers by empowering teachers
with the skills for writing their own set of test specifications.
Davidson and Lynch organize their book on W. J. Popham's basic rubric
that specifies five phases for developing test specs and tests (skill
selection, drafting a specification, writing testing items/tasks
based on the spec, assembling and piloting a test, and finalizing
the test). Several different test specs with varying formats and
purposes are presented and analyzed in detail as illustrationsof
the rubric. The process of specification writing is illustrated
through a series of problem-solving activities. Test specifications
and the test items (questions) based on the specs must reflect contextual
conditions, or the mandate, which stem from a variety of forces
including the individuals involved, administrative considerations,
and socio-economic conditions of the community being served. The
crucial role the mandate plays in test development and reform is
explained through five example "stories," which combine
hypothetical and real situations from the authors' experience. According
to Davidson and Lynch, test specs and the tests themselves greatly
benefit when teachers participate in their development. Teaching Large Multilevel ClassesNatalie Hess Cambridge University Press This book begins with an excellent introduction to the benefits
and challenges of teaching large, mixed-ability language classes,
including 11 principles for coping. It contains 144 practical activities
that are suitable for any large multilevel class. The activities
are divided into the following eight categories, each one focusing
on an aspect of teaching large classes that causes difficulties
for teachers: learning students' names and learning about their
lives, motivation, reviewing while maintaining interest and momentum,
written work, group work, individualizing and personalizing assignments,
making students responsible for their own learning, and establishing
routines and rituals. The introduction to each chapter is filled
with words of wisdom, pieces of advice, and anecdotes from Hess's
career to motivate teachers, no matter how discouraged, to view
their large classes in a different light: "We will do both
our students and ourselves a great favor if we don't rush and remember
that we are teaching language and not covering material" (p.
62). For those who would ask, "What happens if I feel that
I have completely lost control of the class as they chat away in
their groups?" Hess answers, "Remember that even in the
teacher-fronted classroom, you never really had complete control"
(p. 133). This book should be on every language teacher's bookshelf
and in every school's staff room because of its optimistic tone,
sound advice, and innovative suggestions for adapting the communicative
approach to real classrooms. | |||||||||||||
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