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Teachers of English to Speakers of Other Languages, Inc. (TESOL), introduces "Developing a New Course for Adult Learners," edited by Marguerite Ann Snow and Lia Kamhi-Stein. This volume in TESOL's Language Curriculum Development Series presents the stories of teachers, curriculum developers, and administrators from all over the world who seek to understand adult learners' needs and respond to them in creative, realistic, and effective ways. All of the contributors to this volume designed a new course for adult learners and faced the many challenges that come with embarking on such an endeavor. In each case, the contributors describe the practical and innovative solutions they formulated in developing a course for adults, whether it was large-scale course development in response to an institutional mandate or a much smaller, individualized course initiated by the contributor. Each chapter is sure to inspire educators who are about to embark on the adventure of creating a new course for adults. Following a preface by the series editor (Kathleen Graves), this book is divided into the following 13 chapters: (1) Developing a New Course for Adults: Transforming Challenges into Solutions (Marguerite Ann Snow and Lia D. Kamhi-Stein); (2) Candidates in Camouflage: Designing a Proficiency Test Preparation Course for the Slovenian Armed Forces (Jane E. Hardy); (3) A Novice's Experience at Designing a Course for Adults (M. Camino Bueno Alastuey); (4) ESL Meets Nursing: Developing an English for Nursing Course (Susan Bosher); (5) Seizing the Opportunity for Change: The Business Preparation Program, a New Pathway to Gain Direct Entry into Macquarie University (Cintia Ines Agosti); (6) American English as Cultural Expression: Designing a New Course in Linguistic Analysis of Culture for EFL Undergraduates in Japan (Patrick Rosenkjar); (7) Developing a Corpus-Based Academic Reading Course (Yasemin Kirkgoz); (8) Animals in the Language Classroom? Teaching English and Critical Thinking in a Social Issues Class (Heidi Evans); (9) English in Academic Settings: A Postgraduate Course for Students from Non-English-Speaking Backgrounds (Lindy Woodrow); (10) Curriculum at the Next Level (Kate M. Donley); (11) ESL Students Bring You the World: Creating a Project-Driven Course for Adult Immigrant ESL Students (Saskia E. Akyil); (12) Welcome to My Web: Preparing Second Language Students for College and University Academic Settings through Information Literacy and the Internet (Matthew Pizzorno); and (13) Let's Participate: Designing a Civics Course for Adult Migrants (Pam McPherson and Denise E. Murray). A list of references; information about the editors and contributors; and an index are also included.

Although language specialists do not always agree about the best age at which to introduce English language instruction, policy changes are increasingly mandating earlier introduction of English in foreign language (EFL) settings worldwide. In this volume, language educators and program implementers from various countries describe programs and practices designed to support English instruction for primary-aged learners. This volume is organized into three parts: (1) Approaches to Primary EFL Program Development; (2) Primary EFL Curriculum and Classroom Practices; and (3) Teacher Development for Primary EFL. Part One deals with program-level questions about teaching EFL in the primary grades. Part Two provides insights into curriculum reform initiatives at the local level in major but not always capital cities. Part Three addresses programs that train teachers to meet the needs of many different stakeholders, including politicians, ministries, teachers, parents, and, of course, the students themselves. This volume highlights the global role of English as it merges as the major foreign language in many primary schools around the globe, and the authors offer numerous insightful curricular innovations and classroom success stories. In addition, this volume can be used for pre- and in-service teacher education programs. Since the cases are described in detail, practitioners can evaluate pertinent cases against their own experiences. Following a preface by the series editor (Jill Burton) and Chapter 1: Introduction (Mary Lou McCloskey, Janet Orr, and Marlene Dolitsky), this book is divided into three parts. Part I, Approaches to Primary EFL Program Development, presents the following chapters: (2) Multilingualism in the Educational System in Valencia, Spain (Carmen Pinilla-Padilla); (3) Leading the Way in the New Millennium: An Integrated Multiage EFL Program in Taiwan (Yi-Hsuan Gloria Lo); (4) Pass It On: English in the Primary Schools of Coahuila, Mexico (Elsa Patricia Jimenez Flores); and (5) The Long and Winding Road: A Profile of Italian Primary EFL Teachers (Lucilla Lopriore). Part II, Primary EFL Curriculum and Classroom Practices, continues with chapters: (6) Teaching EFL at the Primary Level in Turkey (Yasemin Kyrkgoz); (7) Flavoring the Salt: Teaching English in Primary Schools in India (Jayashree Mohanraj); (8) Is Grade 3 Too Early to Teach EFL in Vietnam? (Ha Van Sinh); and (9) A Local Approach to Global English: A Bulgarian EFL Model Based on International Children's Culture (Lilia Savova). Part III, Teacher Development for Primary EFL, concludes with chapters: (10) Developing Teachers in the Developing World of Sri Lanka (David Hayes); (11) The Pyramid Scheme: Implementing Activity-Based Communicative Language Teaching and Supervision with Primary Teacher Educators in Egypt (Mary Lou McCloskey, Linda New Levine, Barbara Thornton, and Zeinab El Naggar); (12) The French Communicative Connection: Catching Up (Marlene Dolitsky); (13) EFL Teacher Training for South Korean Elementary School Teachers (Sung-Hee Park); and (14) Enabling Effective Practices in the Teaching and Learning of English in Hong Kong (Gertrude Tinker Sachs and Tony Mahon). A list of references and an index are also included.

The contributors to this volume believe that learners do not learn in isolation but absorb what is around them. This book includes practical applications and case studies used to make literary teachings come alive in varied ESL/EFL classroom settings around the world. This book brings to life the organic connection between literature and language teaching. Believing that learners do not learn in isolation but absorb what is around them, the contributors to this volume prove that language and literature do not have to be taught in separate realms. This book adeptly shows how the study of literature can be successfully integrated with ESL/EFL teachings. Contributors to this book share practical applications and case studies used to make literary teachings come alive in varied ESL/EFL classroom settings around the world. This book: presents case studies with learners at the primary, secondary, and tertiary levels, as well as in teacher training, includes creative methodologies, customized for different learners, texts, and lessons, as well as for other teachers, describes pedagogically sound activities using children's literature, fairy tales, popular songs, popular literature, autobiographies, poetry, and filmed versions of literary works, discusses how to combine genres and technology to provide numerous activities that creatively use materials, foster in-depth discussions and team projects, and enhance language learning. After a preface by the series editor (Jill Burton), this book contains 12 chapters: (1) The Stories of Literature and Language Teaching (Amos Paran); (2) A Brighter Future? Integrating Language and Literature for First-Year University Students (Ian Butler); (3) The Short Story: Integrating Language Skills Through the Parallel Life Approach (Natalie Hess); (4) Talking It Over in Class (Philip Minkoff); (5) Stories Lean on Stories: Literature Experiences in ESL Teacher Education (Tatiana Gordon, Joan Zaleski, and Debra Goodman); (6) Using Enchantment: Children's Literature in an EFL Teacher Education Context (Stuart McNicholls); (7) Terms of Integration: Educating Primary EFL Teacher Learners (Isabel Martin); (8) Exploring the Literary Text Trough Grammar and the (Re-) Integration of Literature and Language Teaching (Benedict Lin); (9) Learning and Teaching How a Poem Means: Literary Stylistics for EFL Undergraduates and Language Teachers in Japan (Patrick Rosenkjar); (10) Theory Into Practice: Teaching and Responding to Literature Aesthetically (Nazan Tutas); (11) Stepping into the Shoes of Romeo and Juliet (Milena Vodickova) and (12) Collaborative Producing of Digital Learning Objectives for Language and Literature Instruction in the Netherlands (Frits Schulte).

Content-based instruction (CBI) challenges English language educators to teach English using materials that learners encounter in their regular subject-area classes. This volume helps ESL and EFL teachers meet that challenge by providing them with creative ways to integrate English language learning with the content that students study at primary and secondary schools. Following a preface by the series editor and Chapter 1: Standards- and Content-Based Instruction: Transforming Language Education in Primary and Secondary Schools (Dorit Kaufman and JoAnn Crandall), this book is divided into three parts and 13 chapters. Part 1, Partnerships and Constructivist Notions in Content-Based Instruction, presents: (2) Keeping Content at the Heart of Content-Based Instruction: Access and Support for Transitional English Learners (George C. Bunch, Rachel A. Lotan, Guadalupe Valdes, and Elizabeth G. Cohen); (3) Pickles, Proverbs, and Play: Finding Out about Ourselves and Others (Valerie S. Jakar); (4) Collaborating on the Curriculum: Focus on Secondary ESOL (Donna Hurst and Chris Davison); (5) Coteaching in a Sheltered Model: Maximizing Content and Language Acquisition for Beginning-Level English Language Learners (Carolyn Bernache, Kathleen Galinat, and Sandra Jimenez); and (6) Working Together to Raise Content-Based Instruction Into the Zone of Proximal Development (Tatiana Gordon). Part 2, Reflection and Inquiry in Content-Based Instruction Professional Development, continues with: (7) Supporting Sheltered Instruction in a Bilingual Program through a Professional Development School Partnership (Nancy Dubetz, Hilduara Abreu, Reina Alegria, Mercedes Casado, and Asuncion Diaz); (8) Teaching a Less Commonly Taught Language in a Social Science Classroom (Erin Fairlight Olsen and R. Kirk Belnap); (9) Giving Them a Voice: Content-Based Instruction in an EFL Setting (Gabriel Diaz-Maggioli and Alicia Burbaquis-Vinson); and (10) Frilled Up Science: Developing Practices within Collaboration (Sophie Arkoudis). Part 3, Standards- and Content-Based Curriculum, Assessment, and Professional Development, concludes the book with: (11) On the Road to "MECCA": Assessing Content-Based Instruction within a Standards Framework (Margo Gottlieb and Timothy Boals); (12) Mapping the ESOL Curriculum: Collaborating for Student Success (Ester de Jong and Genoveffa Grieci); (13) Choosing Depth over Breadth in a Content-Based ESOL Program (Martha Bigelow, Susan Ranney, and Ann Mickelson Hebble); and (14) New Conceptual Tools for Content-Area Teachers: A Programmatic Approach to Content-Based Instruction (Annela Teemant). A list of references; and an index are also included.

To be an English teacher today is to play an inevitable part in the globalizing of English. This volume canvasses important questions for English language teachers that are posed by the phenomenon of a global English: (1) Whose language? English speakers today are more likely to use English with multilingual speakers than with monolingual speakers; (2) Which speakers? Emphasizing the second language user rather than the native speaker shifts the focus to the realities of global uses of English; (3) Which language? English teachers are increasingly challenged to help learners select the most appropriate variety of English for different circumstances; (4) Which standard? Learners' rather than teachers' English-language-using contexts will increasingly be the main reference point for learning; (5) Which teachers? Language teaching professionals should challenge the prevailing dichotomy of native versus nonnative-speaking teachers; (6) Which approaches? Teachers should consider which methods are most appropriate for the varieties learners need and expect in their local contexts; (7) Which texts? To teach from a global perspective, teachers need to help students navigate evolving forms of discourse, text, and visual image; and (8) Which practices? The contributors provide numerous practical suggestions for exploring the complex dimensions of teaching English as a global language. Following a preface by the series editor and, Chapter 1: Interrogating New Worlds of English Language Teaching (Anne Burns), this book is divided into three parts. Part I, Whose Language?, presents the following chapters: (2) World Englishes: Pedagogical Practices in the TESOL Preparatory Sequence (Kimberley Brown); and (3) When Teaching in English Is One's Business: Helping Business Faculty Use English as an International Language of Education (Patricia Friedrich). Part II, Which Speakers?, continues with the following chapters: (4) How to Spell Culture in Language Teacher Education Programs (A. J. Meier); and (5) Preparing Future Users of English as an International Language (Aya Matsuda). Part III, Which Language?, concludes with: (6) Reaching Resolutions: Negotiating a Global English in a Multicultural Classroom (Simone Evans). A list of references and resources is also included.

This third volume looks at ways that seasoned professionals continue to develop throughout their careers. The text includes descriptive accounts of professionals seeking to enhance their careers while remaining inspired to continue to develop professionally. This volume reveals how personal and professional lives are entwined. It proves that TESOL professionals can continue to innovate and rise to challenges throughout their careers. Volume 3 of the series opens with a Series Editor's Preface, Acknowledgment, and an Introduction. Chapters include: (1) On Remaining a Teacher: Transformations, Detours, and Affirmations (Carol Clark); (2) Becoming "Scholar of the College" (Andrew D. Cohen); (3) Outside In, Inside Out: Creating a Teaching Portfolio (Rosie Tanner); (4) Challenges and Motivations: Organizing a Drama Festival for High School Students (Aysegul Daloglu); (5) Writing for Grant Dollar$ (Jane E. Averill); (6) The Roller Coaster Ride of Editing a Book (John M. Murphy); (7) Small Corrections: Becoming a Textbook Writer (Linda Grant); (8) Going for the Gold: Managing an Academic Department (Siti Hamin Stapa); (9) A Far Cry From the Classroom: Becoming an Administrator (Rosslyn Smith); (10) Taking the Bull by the Horns: Designing a Teacher-Initiated Professional Development Program (Elana Spector-Cohen, Carol Wexler, and Sara Kol); (11) Training Teachers to be Teacher Trainers: It's More Complicated Than You'd Think (Briony Beaven); (12) Sabbatical Projects Can Make a Difference: A Tale of Curriculum Revision (Sharon Seymour); (13) Moving Into the Unknown: When Leaving a Secure Position Sustains Your Professionalism (Susan Conrad); (14) A Fulbright Adventure: Just Do It! (Gayle Nelson); and (15) Starting a TESOL Caucus for Nonnative Speakers of English: The Politics of Professional Development (George Braine). [Additional Volumes from the series are available in ERIC. See "PDLE: Extending Provisional Contributions. Volume 2" at ED549556 and "PDLE: Communities of Supportive Professionals. Volume 4" at ED549538.]

Focusing on midcareer professionals, this second volume includes descriptive accounts of professional development opportunities designed specifically so that language teachers can reinvigorate their teaching and remain on the path of lifelong learning. Due to the amount of development that comes from collaboration with other professionals, this volume offers ways to join the conversation and the excitement of ongoing professional development. Volume 2 of the series opens with a Series Editor's Preface, Acknowledgments, and an Introduction. The following chapters are included: (1) Long-Distance Collaboration: Rescuing Each Other From the Desert Island (Angela Beck and Joy Janzen); (2) The "Dead Hand" Project: Intercultural Collaboration and Professional Development (Mary Lee Field and Noriko Nagai); (3) Professional Development Through Student and Teacher Reaction Journals (Timothy Stewart and Elizabeth Lokon); (4) Fostering Graduate School Teacher Development Through Peer Interviewing (Greta Gorsuch and David Beglar); (5) Pulp Fiction? The Research Journal and Professional Development (Simon Borg); (6) How Would PhD Feel After Your Name? (Patricia L. Miller); (7) Net Gains (Catherine Green); (8) Growing With the Flow: Sustaining Professionalism Through Online Instruction of Language Teachers (Faridah Pawan and Anna Jacobson); (9) Get Real! Authentic Assessment in Graduate-Level TESOL Programs (Annis N. Shaver, Juliet E. Hart, and Mary A. Avalos); (10) Thais That Bind: Becoming a Teacher Educator through International Volunteering (Susan Carbery and Robert Croker); (11) Starting a Local Teacher Study Group (Kazuyoshi Sato); and (12) Creating Publishing Communities (Tim Murphey, Mark Connolly, Eton Churchill, John McLaughlin, Susan L. Schwartz, and Jarek Krajka). [See"PDLE: Sustaining Professionalism. Volume 3" in ERIC at ED549557; and "PDLE: Communities of Supportive Professionals. Volume 4" at ED549538.]

"PACE Yourself" is for inexperienced or volunteer tutors of ESL. This handbook does not aim to make overnight experts of novices. Rather, the authors provide an easy-to-follow guide for people who want to tutor small groups of nonnative speakers of English but do not know how. Reproducible forms, appendixes of resources, terminology, ESL publishers, and professional organizations of interest to ESL tutors add relevant, useful information. This handbook is designed to meet the needs of a beginning tutor of ESL. It should be a key to many hours of rewarding and successful tutoring. The Handbook opens with a Preface, Acknowledgments, Guide to Topics, and Three Case Studies. The twelve chapters are divided over four units as follows: Unit 1: Prepare: (1) "What do I do first?" Gather information; (2) "What materials should I have on hand? Acquire frequently used tutoring tools; (3) "How should I structure my tutoring sessions?" Follow an organized format; Unit 2: Assess: (4) "How do I know what to teach?" Assess skills and determine students' goals; (5) "How do I use assessment to help me teach?" Use assessment to determine tutoring goals and establish a starting point; (6) "What factors can help or hinder a student's English learning ability?" Consider personal, cultural, and linguistic factors; Unit 3: Construct: (7) "How do I make a lesson plan that is appropriate for my student?" Set reasonable objectives; provide appropriate materials and activities; (8) "How can I use the Internet in my lessons?" Search ESL Web sites for materials, lessons, and activities geared to the students' age, language level, and language skill; (9) "How do I construct lessons for people whose language I do not speak?" Use visual aids; Unit 4: Evaluate: (10) "How do I document students' progress and evaluate their success?" Use formal and informal means; (11) "What can I do if the student shows little progress?" Identify the student's problems; seek help for specific needs; and (12) "How can I evaluate my performance as an ESL tutor?" Use simple self-assessment procedures. Appended are: (A) Texts, Web Sites, and Other Resources for ESL Tutors; (B) Terminology for ESL Tutors; (C) Publishers in the Field of ESL; and (D) Organizations of Interest to ESL Tutors. The Handbook concludes with References, an Author section, and an Index.

Content-based instruction (CBI) challenges ESOL teachers to teach language through specialist content in institutional settings. This volume addresses CBI negotiation between ESOL teachers and subject specialists in higher education. Writers document and evaluate courses that support the subject discipline and meet the language needs of EFL and ESL learners. The book opens with Acknowledgments and a Series Editor's Preface, then follows with chapters and authors divided over two themed parts: (1) Content-Based Instruction in Higher Education Settings: Evolving Models for Diverse Contexts (JoAnn Crandall and Dorit Kaufman); Part 1: Case Studies of EFL Contexts: (2) Adjunct Courses in the Great Books: The Key That Unlocked Locke for Japanese EFL Undergraduates and Opened the Door to Academia for EFL (Patrick Rosenkjar); (3) Merging Expertise: Developing Partnerships Between Language and Content Specialists (Timothy Stewart, Michael Sagliano, and Julie Sagliano); (4) Content-Based English for Academic Purposes in a Thai University (Catherine Owens); (5) English for Students of Mathematics and Computer Science: A Content-Based Instruction Course (Sara Kol); (6) Developing Genre Awareness in Nonnative-English-Speaking Writers of Experimental Research Articles: A Collaborative Approach (Iliana A. Martinez); (7) Content-Based English for Specific Purposes Course Design: The Case of English for Architecture (Dafne Gonzalez and Rubena St. Louis). Part 2: Case Studies of ESL Contexts: (8) Promoting the Acquisition of Knowledge in a Content-Based Course (Fredricka L. Stoller); (9) Appropriating the Adjunct Model: English for Academic Purposes at the University Level (Donna M. Brinton and Linda Jensen); (10) To Motivate and Educate, Collaborate and Integrate: The Adjunct Model in a Bridge Program (Martha A. Iancu); (11) A Collaborative Approach to Sheltering Complex Content for Native and Nonnative English Speakers in a University Setting (Mark A. Schneider and Joan E. Friedenberg); and (12) Teaching and Learning Academic Literacy Through Project LEAP (Marguerite Ann Snow and Lia D. Kamhi-Stein). Also included are References and an Index.

The 14 cases in this book show how distance learning takes a variety of forms in teaching English to speakers of other languages (TESOL). The 15 chapters include the following: (1) "Beyond Adding Telecommunications to a Traditional Course: Insights into Human and Instructional Factors Affecting Distance Learning in TESOL" (Lynn E. Hendrichsen); (2) "Technology with a Human Touch: Reaching ESL Students in Their Own Communities through Interactive Television" (Janet L. Eyring); (3) "Closing the Distance in Adult ESL: Two Approaches to Video-Based Learning" (Sylvia Ramirez and K. Lynn Savage); (4) "`Show the Baby,' the Wave, and 1,000 Thanks: Three Reasons to Teach via Satellite Television and the Internet" (Christine Uber Grosse); (5) "Make it a Conference Call: An English Conversation Course by Telephone in South Korea" (Robert J. Dickey); (6) "Using the World Wide Web as a Resource for Models and Interaction in a Writing Course" (Janet Raskin); (7) "Teaching Tomorrow's Class Today: English by Telephone and Computer from Hawaii to Tonga" (Brent A. Green, Kory J. Collier, and Normal Evans); (8) "An Academic Writing Course in Cyberspace" (David Catterick); (9) "Making Distance Learning Dynamic: The Evolution of the TESOL Web-Based Teacher Education Program" (Joyce W. Nutta); (10) "Expanding Horizons: Delivering Professional Teacher Development via Satellite Technology and E-Mail in Israel" (Yael Bejarano, Esther-Klein-Wohl, and Lily Vered); (11) "Teacher Education at a Distance in Canada and Thailand: How Two Cases Measure Up to Quality Distance Education Indicators" (Ruth Epstein); (12) "The Pedagogy and Technology of Distance Learning for Teacher Education: The Evolution of Instructional Processes and Products" (C. Ray Graham, Annela Teemant, Melanie Harris, and Ramona M. Cutri); (13) "Expanding the Horizon of the TESOL Practicum via Distance Learning" (Michael Janopoulos); (14) "Practice What We Preach: Optimal Learning Conditions for Web-Based Teacher Education" (Joy Egbert and Chin-chi Chao); and (15) "Avoiding the Pitfalls of Test Writing in a Distance-Learning Situation: Our Experience at United Arab Emirates University" (Lisa Barlow and Christine Canning-Wilson). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 117 references.) (SM)

This edited volume explores the international role of written English in the academic context and clearly demonstrates how writing is integrated in all aspects of academic communication in English. The 12 programs described in this book differ in context but share basic assumptions about how best to teach second language (L2) writing. In addition to an introduction, "Assessing Communities and Disciplines through L2 Writing Programs," 12 chapters are included: "The Writing Assistance Programme: A Writing Center with Hong Kong Characteristics" (Maida Kennedy Xiao); "Toward Authentic, Specific Purpose Writing at Lower Levels of Proficiency" (John Flowerdew); and "Realizing a Giant First Step toward Improved English Writing: A Case in a Japanese University" (Keiko Hirose); "Making Writing Count in an ESL Learning Community" (Marcia Babbitt); "An Interdisciplinary, Interinstitutional, Learning Communities Program: Student Involvement and Student Success" (Ann M. Johns); "Capitalizing on Contacts, Collaboration, and Disciplinary Communities: Academic ESL Options in a Large Research University" (Roberta J. Vann, Cynthia Myers); "Postgraduate Writing: Using Intersecting Genres in a Collaborative, Content-Based Program" (Margaret Cargill; Kate Cadmann, Ursula McGowan); "Language and Public Life: Teaching Multiliteracies in ESL" (Judy Hinter, Brian Morgan); "A Task-Based Composition Course for Resident L2 Writers" (Jessica Williams); "Academic Writing for University Examinations" (Sara Cushing Weigle, Gayle Nelson); "'This Course Is Giving Me Cephalalgia...'" Linking ESL Writing and the Greek and Latin Roots of English" (Trudy Smoke, Tamara M. Green, Elizabeth Isenstead); and "Relinquishing Teacher Control: Learners as Generators of Course Content" (David Hall). An index is included. (Contains 171 references.) (KFT)

This edited volume contains studies demonstrating the linguistic, cultural, and academic contributions that bilingual approaches to education can make around the world. It is divided into three parts and 12 chapters. Chapter one, "Bilingual Education: Contexts and Programs," is an introduction by the editors. Part one, "Learning a Majority Language through Bilingual Education," is divided into the following five chapters: "Creating Community--Un Mundo Entero: The Inter-American Experience" (Cheryl Urow and Jill Sontag); "Success for All in a Two-Way Immersion School" (Margarita Calderon and Robert E. Slavin); "Strengthening the Transition in Transitional Bilingual Education" (William M. Saunders and Claude Goldenberg); "Trilingual Schools in the Ladin Valleys of South Tyrol, Italy" (Kurt Egger, Margareth Lardschneider McLean); and "A Bilingual Hungarian/Slovak School in the Slovak Republic" (Bridget Fitzgerald Gersten). Part two, "Maintaining an Indigenous Language through Bilingual Education," is divided into the following three chapters: "E Ola Ka Hawaii I Kona Olelo: Hawaiians Live in Their Language" (Lois A. Yamauchi and Puanani Wilhelm); "Balancing Tradition and Modernity: A Natural Approach to Maori Language Revitalization in a New Zealand Secondary School" (Richard A. Benton); and "The Seventh Generation of Kahnawake: Phoenix or Dinosaur" (Kaia'titahkhe Annette Jacobs and Aronhie:niens Edward J. Cross). Part three, "Learning an International Language through Bilingual Education" is divided into three chapters: "English Immersion in a Japanese School" (Mike Bostwick); "Hai, Genki Desu: Doing Fine in a Japanese Immersion Classroom" (Ruth Kanagy); and "An International Bilingual School in Indiana, USA" (Alain Weber). A subject index is included. (Contains 182 references.) (KFT)

Chapter titles in this book include the following: "Attitude and Access: Building a New Teaching/Learning Community in TESOL" (Julian Edge); "Here It Is, Rough Though It May Be: Basic Computer for ESL" (Alison Perkins); "An 'It's Not Action Research Yet, but I'm Getting There' Approach to Teaching Writing" (Neil Cowie); "Early Reflections: Journaling a Way into Teaching" (Eliana Santana-Williamson); "Process Courting Content: Action Research Meets Learner Education" (John Rogers); "Two Kinds of Becoming: The Researcher's Tale and the Mentor's Tale" (Kasamaporn Maneekhao, Richard Watson Todd); "The Road Runs Ever On: Research, Development, and Language Awareness" (Tom Hales, Clare O'Donoghue); "Hearing Voices: A Robust and Flexible Framework for Gathering and Using Student Feedback" (Phil Quirke); "Beverage Assassination and the Making of Appropriate Requests" (Christopher Nicol); "Mind the Gap! Noticing in Real Time" (Karen Adams); "Encounters: The Virtual in Search of the Intercultural" (Heike Jackstadt, Andreas Muller-Hartmann); "Constructions across a Culture Gap" (Gregory Hadley, Chris Evans); "In Search of Individual, Group, and Institutional Coherence: Does This Compute?" (Gavin Melles); and "Going Global: Communication at (the) Stake" (Lesley Pierre). A subject index is also included. (Contains 237 references.) (KFT)

Written by English-as-a-Second-Language (ESL) teachers and teacher educators who played key roles in the Teachers of English to Speakers of Other Languages' (TESOL) Standards and Assessment Project, this book is designed for preservice teachers in credential/licensure programs and master's programs at American universities and for practicing ESL and content area teachers. Faculty and providers of technical assistance to school districts will also find this volume useful for in-service teacher development. Chapter titles include the following: "Incorporating ESL Standards into Teacher Education: Ideas for Teacher Educators" (Nancy Cloud); "Changing Populations, Changing Needs in Teacher Preparation" (Natalie Kuhlman, Denise E. Murray); "A History of the ESL Standards for Pre-K-12 Students" (Emily L. Gomez); "Developments in Second Language Acquisition Research and Theory: From Structuralism to Social Participation" (Bridget Fitzgerald Gersten, Sarah Hudelson); "Using the ESL Standards for Curriculum Development" (Deborah J. Short); "Changing Paradigms for Assessment" (Anne Katz); "Standards-Based, Large-Scale Assessment of ESOL Students" (Margo Gottlieb); "Using Standards for Classroom-Based Assessment" (Margaret E. Malone); and "Disseminating the ESL Standards" (Else V. Hamayan). (Contains an extensive list of references.) (KFT)

This edited volume presents case studies from Europe, North America, Asia, and the Middle East in which teachers have adapted and pioneered teaching innovations. The book is divided into 4 parts, 12 chapters, and an introduction. Part one, "Building a Computer Learning Center," has two chapters: "Guerilla Tactics: Creating a Mixed-Media ESL Lab from the Grass-Roots Up" (Mark Litwicki); and "Designing a CALL Facility from Bottom to Top at the Military Language Institute in Abu Dhabi" (Vance Stevens). Part two, "Organizing the Curriculum," has four chapters: "A Self-Access Center for Business English Learners: Meeting Individual Learning Needs" (Julio C. Gimenez); "Web Integration: A Model for Task-Based Learning" (Katherine Isbell and Jonathan Reinhardt); "The LEO Lab: Student and Teacher Training" (Karima Benremouga); and "Getting 'real' with Video and CD-ROM: Real English at the Marzio School" (Michael Marzio). Part three, "Engaging Students," has four chapters: "Investing in People: Not Just Flashy Gadgets" (June Averill, Eve Chambers, Maria Dantas-Whitney); "Immersed in Writing: Networked Composition and Kendall Demonstration Elementary School" (Joy Kreeft Peyton); "Enthusiasm, Experience and Collaboration: Technology in the DEIL/IEI" (Douglas G. Mills); and ""Teaching Writing with Web Projects: Famous Personages in Japan" (Thomas N. Robb). Part four, "Training Teachers," has two chapters: "Hands-On Teacher Training: Presentation Software" (Elizabeth Hanson-Smith); and "A Teacher Preparation Course for Computer-Assisted Language Learning" (Sarah Rilling). A"Glossary of Key Terms" and a subject index are also included. (Contains 173 references.) (KFT)

This book is designed for use by educators being introduced to English-as-a-Second-Language (ESL) learners as well as for ESL professionals who want a resource on state-of-the-art practices. This book describes how a small program of services can fit into the standards movement and how to staff such a program. It also contains suggestions for instruction, student assessment, program evaluation, parent and community involvement, and multimedia resources for the education of second language learners in low density communities. The book is divided into ten chapters with the following titles: "Pressing the Numbers"; "Statutory Requirements" (including major court cases); "Implementing the Lau Mandate"; "Including LEP Students in Standards-Driven Curriculum"; "Staffing the ESL Program"; "Parents and the Community"; "Authentic, Comprehensive Student Assessment"; "ESL Program Evaluation"; "Professional Resources: From People to Print to Pixels"; and "Postscript" (acronyms commonly used in the ESL profession). There is also a glossary, list of references, an index, and 3 appendices: "Sample Lau Plan from the Heartland Valley School Department"; "CALLA Sample Lesson: Using Prepositions in Giving and Following Directions"; and "Using Evaluation Data to Support Instructional Improvement." (Contains 131 references.) (KFT)

This book is designed as a guide to help the English-as-a-Second-Language (ESL) professional use the Internet successfully in the ESL classroom. The book is divided into eight chapters, four appendices, and a listing of references and a supplement on how to make Web pages. Chapter titles are the following: "Getting Started"; "Resources for Teachers"; "Student Communication and Collaboration"; "Student Research"; "Student Publishing"; "Distance Education"; "Putting It All Together"; and "Researching Online Language Learning". The appendices are entitled: "Index of Internet Addresses"; "Books for Further Reading"; "Journals for Further Reading"; and "Glossary." (Contains 247 references.) (KFT)