Co-published with TESOL Press There is a growing need for knowledge and practical ideas about the preparation of teachers for English language learners (ELLs), a growing segment of the K-12 population in the United States. This book is for teachers, administrators, and teacher educators looking for innovative ways to prepare teachers for ELLs and will position teachers to empower these students. This volume will appeal mostly to those preparing teachers in contexts that have not have historically had large numbers of ELLs, but have had a high rate of recent growth (e.g., Midwestern U.S.). This work is the combination of teacher preparation and ELL issues. This volume is unique in tackling pre-service and inservice teacher preparation. Additionally, the chapters collectively aim to go beyond merely equipping teachers to meet the needs of ELLs, but to reach a level of effectiveness with the outcome of equity. The book highlights the knowledge, skills, and beliefs of teachers about ELLs. Part I addresses teacher perceptions of, and beliefs about, ELLs and teacher preparation specifically addressing what they should know in terms of students’ perspectives. Chapters attend to the experiences and beliefs of immigrant teachers about their roles, the role of service learning in teacher preparation, and the potential of understanding home literacy practices to change teacher beliefs about ELLs. Part II focuses on skills necessary to teach ELLs—writing skills teachers can draw on to inform their teaching practices, technological skills teachers need to develop, and skills related to focusing on the Common Core State Standards for English language arts and mathematics. Each chapter explicitly addresses implications for teacher education or professional development.

By taking a global perspective on teaching English, this work takes into account a wide variety of challenges English teachers face and stresses the importance of networking and communicating with colleagues around the world as a means of overcoming those challenges. A richly differentiated view on what it means to be an English teacher is offered, as are fascinating narratives about the diverse efforts of teachers in different communities. Points of view from contributors in North America, Australia, Chile, New Zealand, New Guinea, South Africa, and the United Kingdom are expressed and placed in an illuminating context with practical and theoretical considerations about teaching English.

Designed for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? In the Second Edition of Volume I, Murray and Christison return to this essential question and call attention to emerging trends and challenges affecting the contemporary classroom. Addressing new skills and strategies that EFL teachers require to meet the needs of their shifting student populations who are impacted by changing demographics, digital environments, and globalization, this book, which is grounded in current research, offers a strong emphasis on practical applications for classroom teaching. This updated and expanded Second Edition features: a new chapter on technology in TESOL new and updated classroom examples throughout discussions of how teachers can prepare for contemporary challenges, such as population mobility and globalization The comprehensive texts work for teachers across different contexts—where English is the dominant language, an official language, or a foreign language; for different levels—elementary/primary, secondary, university, or adult education; and for different learning purposes—general English, workplace English, English for academic purposes, or English for specific purposes.

Is there an ideal approach to teaching? How can I use my time effectively? What do I do with mixed-level groups? Should I test learners? Professional teachers will have answers to these questions, but many non-professionals are working as volunteers, teaching community or indigenous languages, or running short EFL programmes. If you are one of these, you will find it useful to have this concise summary of what you need to know without too much detail. This book shows you the skills and techniques of language teaching to plan and manage a class so that every learners time is used to their best advantage.

English and Its Teachers offers a historical overview of the development of secondary English teaching in schools over the past 50 years. Initially charting the rise of a new progressive approach in the 1960s, the book then considers the implications for the subject and its teachers of three decades of central policy intervention. Throughout, document and interview data are combined to construct a narrative that details the fascinating and, at times, turbulent history. The book is divided into two main parts – ‘The age of invention’ and ‘The age of intervention’. The first of these sections details how innovative English teachers and academics helped to develop a new model. The second section explores how successive governments have sought to shape English through policy. A final part draws comparisons with the teaching of the subject in other major English-speaking nations and considers what the future might hold. English and Its Teachers is a valuable resource for those interested in the teaching of English in secondary schools, from new entrants to the profession, to experienced teachers and academics working in the sector.

This collection examines a diverse range of approaches to multilingualism in teacher education programmes across Europe and North America. The authors investigate how pre-service teachers are being prepared to work in multilingual contexts and discuss the key features of current pre-service teacher education initiatives that address the increasing linguistic and cultural diversity evident in classrooms in their respective countries. The focus is not only on migrant-background learners but includes students from Indigenous, autochthonous and heritage language backgrounds, and speakers of minoritised regional varieties. The chapters contextualise, both historically and ideologically, the specific initiatives and measures taken in the participating countries. They also reveal the complexity of each educational context and the role that history, language policies and institutional and programmatic priorities play in the development and implementation of a multilingual focus in teacher education. In exploring how pre-service teachers are being prepared to work in multilingual contexts, the authors take a critical view of how multilingualism itself is conceptualised within and across contexts. The book highlights the valuable impact that explicit instruction on theories of multilingualism, pedagogies in multilingual classrooms and lived realities of multilingual children can have on the beliefs and practices of pre-service teachers.

Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University