This textbook is intended for pre-service English teachers who are beginning their teaching path. It examines the key aspects that can guide better a comprehension in their teaching contexts. In this textbook, the reader will find useful theoretical principles followed by a series of practical exercises. This textbook is divided into ten elements. Elements one and two focus on helpful terminology related to education. Elements three and four emphasize some of the factors that affect foreign language learning. Element five explores communicative competence. Element six suggests that depending on the context, there are diverse roles a teacher might assume to account for students' needs. Element seven emphasizes some of the Colombian educational policies pre-service teachers need to be aware of in order to adjust to their teaching contexts. Element eight provides insightful principles to teach in diverse contexts. Element nine is about teaching in rural contexts. The final element helps pre-service teachers reflect upon the importance of reviewing and reflecting. All of these aspects might meaningfully influence preservice teachers' pedagogical practices through reflection about classroom realities they may face.

With emphasis on teacher and learner code-switching patterns, this book is one of the first studies to comprehensively address these issues in English as a Foreign Language (EFL) classrooms. The author examines teacher and learner code-switching through quantitative analysis, discourse analysis, conversation analysis, and mixed methods used in the study of code-switching. She addresses current debates on the amount of first language (L1) use, the functions of L1 use, the functions of teacher only code-switching patterns and the functions of teacher and learners shared code-switching patterns in foreign language classrooms. The book explores the implications of EFL classroom code-switching and how this can feed into better understanding of foreign language learning and teaching, language teacher development and new research directions in TESOL and applied linguistics. The principles and discussions of EFL classrooms are easily generalised to other language classrooms. This book will be of interest to researchers in the fields of second language acquisition, applied linguistics, and ELT, as well as researchers in the fields of sociology, education, and ethnomethodology.

"Classroom Management Techniques offers a huge range of down-to-earth, practical techniques that will help teachers make the most of their teaching space and get students working in more focused ways. The book helps teachers anticipate and avoid problems in the classroom, allowing more time to be devoted to useful, meaningful activities."--Publisher.

The book offers an international collection of best practices that address the particular interests and demands of English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) teaching at the secondary school level. It includes instructional activities that are created by ESL and EFL teachers and are classroom-tested and student-approved. The activities address all language skills and features of language learning, and involve a range of approaches and techniques, including authentic literature, academic content, multimedia use, peer cooperation, and career information. The book is divided into several main sections: icebreakers to start the school year; integrated language development activities; connections with content areas; multimedia infusion; cooperative projects; and assessment, review, and language games. Each section contains a variety of activities in a format that specifies appropriate instructional level(s), aims, the activity type (e.g., practice, application, review), required class time, preparation time, necessary or potential resources, procedures, caveats and options, references and further reading when appropriate, and a note on the contributor. (MSE)

This book offers an insight into the 21st century teaching and learning of English in Asia. Despite English being widely recognized as a lingua franca in this era of globalization, the general EFL proficiency of graduates from high schools and even universities in most Asian countries are still below the expectations of policymakers. Given the critical role English will play in the globalized world, this review and examination of the current state of English education in Asia is both important and timely. This book consists of ten chapters from ten different Asian countries, including the Russian Far East. The scope of the book allows EFL students, researchers and teachers to gain perspectives on many of the significant current issues, expectations, and challenges in the teaching and learning of English faced by Asia in the 21st century.

Grammar Fundamentals for Teaching English as a Foreign Language: A Teacher's Reference aims to improve your knowledge of and confidence with the English language, including the terminology, form, and meaning of basic grammatical structures. The structures are presented within short vignettes about teaching abroad, including content that should be of interest for anyone in the field of TEFL. The book is designed to serve as a self-study grammar reference for the novice teacher of English grammar, but it can also serve as a review or to provide samples for more advanced grammarians.

Learning English can be fun. Learning how to use English correctly can be fun as well. This book has that purpose in mind: to turn the EFL or ESL classroom into a place where learning takes place through fun activities which accomplish their objective: fluency in spoken and written English. By having students use Business English and Conversation in class, the teacher will make them develop the four skills which are essential when learning another language: Listening Speaking Reading Writing To help the teacher lead his or her students towards attaining such fluency, the book contains hundreds of exercises of all kinds, including some which are optional. It also contains varied samples and recycling of all material. In an ideal EFL-ESL situation, the teacher will adapt the book to suit the needs of his or her students.