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Succeeding with English Language Learners - Book Cover Look Inside

Succeeding with English Language Learners

A Guide for Beginning Teachers

By: Thomas S. C. Farrell

This easy-to-navigate resource gives novice teachers carefully phased-in coverage of ESL/EFL lesson planning, classroom management, and skill building.

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781412924399
  • Published By: Corwin
  • Year: 2005
  • Page Count: 176
  • Publication date: November 02, 2005

Price: $34.95

Price: $34.95
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"Very relevant to the real-life teaching situations that first-year teachers often encounter."
-Joanne Ho, English Department Chair
Clark High School, Las Vegas, NV

"Easygoing and relaxed, a welcome break from over-flowery 'academic' language for students ready to enter the 'real world' of the classroom."
-Elise Geither, Instructor
Baldwin-Wallace College

"The 'exploratory breaks' throughout each chapter provide readers an opportunity to apply their learning in a focused fashion."
-Theresa Rouse, Superintendent/Principal
San Lucas Union School District, CA  

Novice teachers can apply best practices for a successful ELL classroom experience!

This easy-to-navigate resource offers beginning teachers a carefully phased-in guide to teaching strategies they can use with their ESL-ELL learners to enhance reading, writing, speaking, listening, and grammar skills. Each chapter provides clear guidelines and step-by-step coverage of these essentials and more:

  • Using different models for lesson planning
  • Monitoring classroom behavior and interactions
  • Using prepared skill-building activities or developing new ones
  • Assessing students for placement in ESL or general education classes
  • Reflecting and exploring the development of their own teaching practice

This sourcebook offers a solid reality-based plan for all new teachers who want to create a successful classroom experience for themselves and their ESL-EFL students! 

Key features

·         Designed for the new teacher working with English as a second language (ESL) and English as a foreign language (EFL) learners

·         Offers a carefully phased-in approach to ESL/EFL lesson planning, classroom management, writing, reading, grammar, speaking, listening, vocabulary, and language assessment

·         Frequent Exploratory Breaks provide topics for reflection and for discussion with mentors, supervisors, and support providers

·         Appropriate for pre-service teachers, beginning teachers, and experienced teachers who are new to working with English language learners.



Thomas S. C. Farrell photo

Thomas S. C. Farrell

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).
Table of Contents

Table of Contents



About the Author

Ch 1: Teaching in the First Year

     Exploratory Break 1.1: Teaching in the First Year

     Exploratory Break 1.2: First Year Phases of Development

     Exploratory Break 1.3: Stages of Development

     Exploratory Break 1.4: Stacy's First Years of Development

     Exploratory Break 1.5: Stacy's First Years of Support

     Exploratory Break 1.6: Mentors

     Exploratory Break 1.7: Teaching Load

     Exploratory Break 1.8: Nature of Classes during the First Years

     Exploratory Break 1.9: Helping Yourself

     Chapter Reflection

Ch 2: Planning English Language Lessons

     Exploratory Break 2.1: Why Plan Lessons?

     Exploratory Break 2.2: Benefits of Planning Lessons

     Exploratory Break 2.3: Lesson Plan Details

     Exploratory Break 2.4: Writing Lesson Objectives

     Exploratory Break 2.5: Lesson Design

     Exploratory Break 2.6: Questions to Consider Before Lessons

     Exploratory Break 2.7: Components of a Language Lesson

     Exploratory Break 2.8: Questions for Teachers to Consider After the Lesson

     Exploratory Break 2.9: Questions for Students to Consider After the Lesson

     Chapter Reflection

Ch 3: Classroom Management

     Exploratory Break 3.1: Teacher: Manager or Conductor

     Exploratory Break 3.2: Organizing the Class

     Exploratory Break 3.3: Conducting Group Work

     Exploratory Break 3.4: Dealing with the Disengaged ESL Student

     Exploratory Break 3.5: Facilitating Classroom Communication

     Exploratory Break 3.6: Investigating Patterns of Interaction in Your Classroom

     Exploratory Break 3.7: Facilitating Diversity

     Exploratory Break 3.8: Facilitating Different Learning Styles

     Exploratory Break 3.9: Looking Ahead

     Chapter Reflection

Ch 4: Teaching Grammar

     Exploratory Break 4.1: Teaching and Grammar

     Exploratory Break 4.2: Grammar

     Exploratory Break 4.3: Teaching Grammar

     Exploratory Break 4.4: Inductive and Deductive Grammar Teaching

     Exploratory Break 4.5: Why Is English So Hard?

     Exploratory Break 4.6: Grammar Activity Using the CRISP Method

     Exploratory Break 4.7: Create your own Grammar Activities Using the CRISP Method

     Chapter Reflection

Ch 5: Teaching Writing

     Exploratory Break 5.1: Writing

     Exploratory Break 5.2: Purpose and Audience

     Exploratory Break 5.3: Writing as Product

     Exploratory Break 5.4: Writing as Process

     Exploratory Break 5.5: Teaching Writing

     Exploratory Break 5.6: Assumptions About Writing

     Exploratory Break 5.7: Peer Evaluation

     Exploratory Break 5.8: Peer Editing

     Exploratory Break 5.9: Feedback

     Exploratory Break 5.10: The Place of Grammar

     Chapter Reflection

Ch 6: Teaching Speaking

     Exploratory Break 6.1: Speaking a Second/Foreign Language

     Exploratory Break 6.2: Rules of Face-to-Face Interaction

     Exploratory Break 6.3: Turn-taking

     Exploratory Break 6.4: Teaching Turn-taking

     Exploratory Break 6.5: Establishing Topics

     Exploratory Break 6.6: Topics

     Exploratory Break 6.7: Conversation Breakdowns

     Exploratory Break 6.8: Repair

     Exploratory Break 6.9: Teaching Dimensions of Speaking

     Exploratory Break 6.10: Accuracy versus Fluency

     Exploratory Break 6.11: Guidelines for Planning Speaking Lessons

     Exploratory Break 6.12: Project Focus

     Exploratory Break 6.13: Project Information

     Exploratory Break 6.14: Class Project

     Chapter Reflection

Ch 7: Teaching Reading

     Exploratory Break 7.1: Reading Habits

     Exploratory Break 7.2: Reading Definition

     Exploratory Break 7.3: Models of Reading

     Exploratory Break 7.4: Reading Strategy Profile

     Exploratory Break 7.5: Reading Strategies

     Exploratory Break 7.6: Prior Knowledge

     Exploratory Break 7.7: Word Association

     Exploratory Break 7.8: Direct Experience

     Exploratory Break 7.9: Cinquain

     Exploratory Break 7.10: Prediction

     Exploratory Break 7.11: Skimming

     Exploratory Break 7.12: Scanning

     Exploratory Break 7.13: Teaching New Vocabulary

     Exploratory Break 7.14: Text Structures

     Chapter Reflection

Ch 8: Teaching Listening

     Exploratory Break 8.1: Listening

     Exploratory Break 8.2: Bottom-up Processing

     Exploratory Break 8.3: Top-Down Processing

     Exploratory Break 8.4: Interactional Purposes

     Exploratory Break 8.5: Transactional Purposes

     Exploratory Break 8.6: Back-channelling Signals

     Exploratory Break 8.7: Local, Global, and Transitional Repairs

     Exploratory Break 8.8: Comprehension Checks

     Exploratory Break 8.9: Soap Activities

     Chapter Reflection

Ch 9: Language Assessment

     Exploratory Break 9.1: Language Assessment

     Exploratory Break 9.2: Reliability and Validity

     Exploratory Break 9.3: Alternative Assessment

     Exploratory Break 9.4: Criterion and Norm Reference Assessment

     Exploratory Break 9.5: Selected-response Assessment

     Exploratory Break 9.6: Multiple-choice Tests

     Exploratory Break 9.7: True-false Tests

     Exploratory Break 9.8: Matching Tests

     Exploratory Break 9.9: Short-answer Tests

     Exploratory Break 9.10: Essay Tests

     Exploratory Break 9.11: Fill-in Tests

     Exploratory Break 9.12: Oral Tests

     Exploratory Break 9.13: Portfolios

     Exploratory Break 9.14: Self/Peer Assessment

     Exploratory Break 9.15: Constructing Language Tests

     Exploratory Break 9.16: Create Your Own Language Test

     Chapter Reflection

Ch 10: Professional Development

     Exploratory Break 10.1: Professional Development Needs Assessment

     Exploratory Break 10.2: Opportunities for Reflection and Development

     Exploratory Break 10.3: Action Research

     Exploratory Break 10.4: Critical Incidents

     Exploratory Break 10.5: Teaching Journal

     Exploratory Break 10.6: Classroom Observations

     Exploratory Break 10.7: Teacher Group Discussion

     Chapter Reflection





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