Academic Attainments and Cultural Values

Béatrice Boufoy-Bastick
University of the West Indies

This book describes an ethnographic study of Second Language teaching in the Fiji Isles in the South Pacific. It shows that the different cultural expectations of Fiji's two main ethnic groups, the indigenous Fijians and the Indo-Fijians, are manifested in different teaching practices that result in their differential attainments. The study uses an extended Grounded Theory methodology that has allowed for empirical generalisation of its findings by further ethnography and census and for generalisation of its theoretical constructs by further mixed method analysis. The motivation that emerged for the study was the local concern over the differential educational attainments of the two groups. The ethnography used historical archival and current documents, together with community and institutional interviews and observations over a four year period, to contrast Fijian and Indian socio-cultural expectations, and their matching behaviours, for teaching and learning English as a Second Language. The methodology resulted in the recognition of three major cultural constructs that describe the different behaviours serving the differential social expectations and cultural intentions of the two groups. The constructs were validated both ethnographically and by census and allowed the identification of social fractionalisation and cultural incursion. Qualitative and quantitative analyses of the data from the study enabled the three constructs to be developed into a generalisable conceptual framework for predicting differential classroom behaviours in multicultural societies.

The innovative research methods and the generalisable instrument developed for measuring cultural identity which were used for the study are described. These include:
(i) a method of quantitative data collection and analysis, namely collection of proportional ratings allowing calculations of grounded preferences for more rigorous analysis; (ii) methods of qualitative analysis to resolve issues of etic/emic confounding, namely separation of etic and emic meanings during analysis and a method of validating emic meanings that minimised etic intrusions; (iii) methods of qualitative reporting, using bipolar and modal grounded composites to maintain validity during extensive ethnographic data reduction; and (iv) a generalisable 'Cultural Index', which is an efficient grounded instrument consisting of Primary and Relative cultural indices used for defining cultural identity and for predicting culturally-determined behaviours.

This study evidences the paramount influence of cultural expectations on differential educational attainments in multicultural societies.

Keywords: Béatrice Boufoy-Bastick; Second language teaching; ESL; Language and culture, Fijians; Indo-Fijians.

ISBN 9783895867118. LINCOM Studies in Second Language Teaching 01. 326pp. 2003.

THE CASE OF JAPAN

Veronika Makarova, Saskatchewan University and Theodore Rodgers, Hawaii University

The book is a collection of integrated papers describing the many facets of teaching EFL in the particular educational and cultural context of Japan. The book sheds light on the social conditions in which the teaching of EFL takes place in Japan and illustrates the interactions of language teaching theories with the specific demands of local context and educational tradition. The book is therefore of general interest to EL teachers throughout the world as well as to teachers of Japanese students within and outside Japan.

The book shows the historical roots of ELT in Japan, surveys language management problems in Japanese ELT, points out cross-cultural aspects of ELT, addresses the teaching of major language skills (i.e., listening, pronunciation, speaking, reading, writing) along with the issues of FL content, methods, media, assessment, teacher training and development. Leading researchers and teachers provide original chapters in which they introduce and analyze current teaching practices in Japanese education. The chapters also provide suggestions for improving ELT instruction based on current Second Language Acquisition theories and examples of best practice. The book is not confined to one particular theoretical or practical framework but offers a variety of views on the ELT process.

The volume contains implications for the teaching of English to Japanese students within Japan as well as in other parts of the world.

CONTENTS

PART ONE. THE SOCIO-CULTURAL BACKGROUND

Chapter 1. English in Japan: An overview. Authors: Jiri V. Neustupny and Shin’ya Tanaka
Chapter 2. Lessons from the past: Traditions and reforms. Authors: Richard C. Smith
Chapter 3. A Japanese learner of English: myth and reality. Authors: Stephen M. Ryan, Veronika Makarova

PART TWO. ELT SKILLS.

Chapter 4. Teaching and learning grammar in the Japanese context by Kenichi Yamakawa.
Chapter 5. Variables affecting listening fluency of Japanese learners of English by Akiyo Hirai.
Chapter 6. Pronunciation teaching: Challenges, curriculum design, computer aids. Authors: Barbara Bradford, Veronika Makarova, Stephen Lambacher.
Chapter 7. Between a rock and a hard place: Teaching English reading in Japan. Authors: Andrew Barfield, Robert Betts, Mayumi Watanabe.
Chapter 8. Teaching speaking skills to Japanese learners. Authors: Jacqueline Gollin, Joy Northcott.
Chapter 9. The nature of L2 writing and implications for instructing Japanese learners of English by Junko Okabe.

PART 3. BEYOND THE SKILLS: METHODS, CONTENT, MEDIA, ASSESSMENT, TEACHER TRAINING

Chapter 10. Cooperative learning by Jane Joritz-Nakagawa.
Chapter 11. Content-based EFL in Japan: Diversity, innovation and change by Bob Gettings.
Chapter 12. Task-based computer-assisted English language learning by Kazunori Nozawa.
Chapter 13. English language assessment in Japan by John Shillaw.
Chapter 14. Teacher training and development by Kunihiro Nagasawa. Conclusion. Veronika Makarova.

ISBN 9783895868528. LINCOM Studies in Second Language Teaching 02. 300pp. 2004.

Searching for Quality in ELT

The Proceedings of the 1st International Conference on ELT, 2001, Eastern Mediterranean University, Turkish Republic of Northern Cyprus

Edited by Ülker Vancý-Osam & Gül Celkan; Necdet Osam (Editor in Chief) Eastern Mediterranean University, North Cyprus

The First International English Language Teaching Conference was hosted on May 2-4 2001 by the Department of English Language Teaching, Faculty of Education, Eastern Mediterranean University, Turkish Republic of Northern Cyprus. The theme of the first conference was Searching for Quality in English Language Teaching.

Contents:

Learning-Centered Syllabus Design in SLA Cem Alptekin Boğaziçi University, Turkey

Searching for Quality Through Collaboration in the English Language Classroom William Littlewood Hong Kong Baptist University, Hong Kong

Searching for Quality in ELT: Expanding the Tradition Jean Zukowski-Faust Northern Arizona University, USA On Novice EFL Teacher Development Ge Bingfang High School Teaching Reaserch Institute, Zhejiang Province, China

A Learner Centered Approach to Academic Reading in English Mea lin Teoh University of Malaya, Malaysia

Syllabus Co-Construction and Perceptions of Classroom Control: A Case Study James C. Stalker Bilkent University, Turkey

Modeling ESL Methodology in the Literature Class: Alternatives to Lecturing Phoebe Nilsen Nord Trondelag University College Levanger, Norway

American Reading and Grammar: A Tv on-line Hybrid Gary Roelofs Chemeketa Community College, USA

If a Thing’s Worth Doing… A Plea for not too Much Quality in English Language Teaching Philip Blair Eastern Mediterranean University, North Cyprus

Evaluation of Practice Teaching Sitkiye Kuter Eastern Mediterranean University, North Cyprus

Reading Component in an Intensive English Language Program: Different Levels, Different Objectives R. Şeyda Ülsever Anadolu Üniversity, Turkey

Writing for Pleasure Linda Bilton - Nilufer Engin Eastern Mediterranean University, North Cyprus

Taking Fun Seriously Gül Keskil Hacettepe University, Turkey

Testing Oral Interaction : The Malaysian Experience Mohana Nambair University of Malaya, Kuala Lumpur

Do In-Service Programs Give English Teacher What They Want ? Feyza Türkay Çukurova University, Turkey

Can We Rely on Self-Assessment to Increase Quality in Our Language Classroom Senem Sanal Eastern Mediterranean University, North Cyprus

Are Subject-Specific Texts More Suitable in EAP Courses than General Texts ? Yeşim Betül Oktay Eastern Mediterranean University, North Cyprus

A Comparative Study on the Learning Processes of Process of Two English Classes: A University English Preparation Class vs State Primary School English Class in Turkey. Zülal Gümüşay Yıldız Technical University, Turkey

ISBN 9783895867453. LINCOM Studies in Second Language Teaching 03. 500pp. 2005.

Program Evaluation Revisited

Language Improvement Courses

Fatos Erozan
Eastern Mediterranean University, North Cyprus

The book describes an evaluation case study on a pre-service language teacher education program. The study evaluates the language improvement courses in the undergraduate curriculum of the English Language Teaching (ELT) Department at Eastern Mediterranean University, North Cyprus on the basis of a model modified for the specific context.

The first chapter presents the theoretical and contextual background of the study and its focal points while the second chapter reviews literature in the related field with specific focus on language education. Chapter 3 explains the method of the study: the evaluation model, the participants, the data collection and analysis procedures. Chapters 4, 5 and 6 present the results of the study, and the final chapter discusses the results and their further implications.

The data collected from various sources through a wide range of data elicitation instruments has enabled the researcher to arrive at some important conclusions. Therefore, the case study has several implications for language program evaluation research. First, the results may provide valuable data which can be used to improve the ELT students’ proficiency. Second, the framework used in the study can be implemented in carrying out similar studies at the ELT departments of other universities in similar contexts. Finally, the evaluation model implemented in the present study can effectively be used for the evaluation of the other courses (e.g. methodology courses) in the ELT curriculum.

About the author:

Dr. Fatoş Erozan has been teaching both subject matter and language improvement courses at the Department of English Language Teaching, Eastern Mediterranean University, North Cyprus. Her main research interests are curriculum evaluation, its designing and development. She has recently completed her PhD Thesis on program evaluation. In fact, the present book is based on the main provisions of her thesis.

ISBN 9783895863202. LINCOM Studies in Second Language Teaching 04. 200pp. 2006.

Recipes for Success in Foreign Language Teaching

Ready-Made Activities for the L2 Classroom

Katharine N. Harrington & Tina Ware (eds.)
University of Maine, Oklahoma Christian University

Much like a collaborative cookbook is a collection of best-loved recipes, “Recipes for Success in Foreign Language Teaching: Ready-made Activities for the L2 Classroom” is a collective volume of fifty teaching strategies, activities and ready-made lessons from language educators from all over the world. The lessons, both traditional and contemporary, are teachers’ personally developed and road tested second language classroom activities that will benefit all French and Spanish instructors. An eclectic mix of instructional approaches, the “recipes” address common beginnerlevel lessons such as the teaching of verb tenses and other common grammar points, and essential target language vocabulary. It includes three categories of lessons and activities: those designed specifically for French classes, for Spanish classes or those that can easily apply to either language. Each “recipe” includes an introduction to the activity and an explanation of how to implement it in a classroom context. The activities are clearly described and user-friendly with step-by-step instructions written in a straightforward manner. In many cases, teachers are even able to photocopy flashcards, handouts, games, and images directly out of the book for their own classroom use. This volume is designed as an everyday tool to complement any language teachers’ lesson planning.

Contents:

Introduction

Recipes for French

Les apéritifs: Essential vocabulary activities for getting started

An Immersion Course in Beginning French: The First Crucial Days
Richard Durán

Quel temps fait-il aujourd’hui?
Soodeh Eghtesad

Faisons de l’exercice ?
Kelly L. Kidder

Concentration game : Questions
Alison J. Murray Levine

Café français group project
B. Layton Isaacs

Dans un restaurant / Les fromages français
Soodeh Eghtesad

Les plats principaux: Hearty Grammar activities

Parlons, chantons, écrivons…pratiquons la conjugaison!
Carole Bergin

Le Tarot
Alison J. Murray Levine

Qu’est-ce qui t’est arrivé ?
Alison J. Murray Levine

Qu’est-ce que t’as fait ?
Alison J. Murray Levine

A kenisthethic reinforcement of passé composé formation
Sybil Jackson Carter

Practicing the passé composé in context
Sinda K. Vanderpool

Je suis malade
Soodeh Eghtesad

Qu’est-ce qui s’est passé ?
Soodeh Eghtesad

Le dîner des cons : Une discussion très drôle
Kendall B. Tarte

Discutons la classe de français / Discutons les médias
Kendall B. Tarte

Ideas for Teaching the Subjunctive in Intermediate French
Leanna Bridge Rezvani

Pour terminer: Activities for Fine-Tuning Beginning Language Skills

Teaching Adjective Placement through the PACE model
Alison Vort Halász

A game for giving directions
Soodeh Eghtesad

Bienvenue à l’O.N.U.: Teaching prepositions with place names
Katharine N. Harrington

Syntax through reading comprehension of familiar surroundings
M. Thérèse Casey Tseng

Recipes for Spanish

Los aperitivos: Essential vocabulary activities for getting started

Identifying foods based on spoken descriptions
Dennis Bricault

Present Tense Verbs: A Collaborative Reading Activity
Jennifer D. Ewald

Creative learning strategies in Spanish: Exploiting the ludic aspect of language strategies to learn the gender of words, grammar and vocabulary
Javier Muñoz-Basols

¿De dónde eres?
Maria C. Riegger

¿Quién lo tiene?
Maria C. Riegger

¿Quién lleva…?
Dennis Bricault

Los segundos platos: Hearty grammar activities

La Cenicienta: Preterit and imperfect
María-Elvira Luna-Escudero-Alie

Postcards from the Edge: A preterit and imperfect activity
Rachel Payne-Hall

Pretérito e imperfecto
Michael K. Cartmill

Mnemonic devices
Michael D. Thomas

Mock wedding/Grammar lesson
Tina Ware

Mi mundo ideal: Present tense of the subjunctive mode
María-Elvira Luna-Escudero-Alie

Use of subjunctive with doubt/denial
Susan M. Knight

¿Qué me aconsejas?
Aracely H. Esparza

Los postres: Activities for fine-tuning beginning language skills

¡Búscalo! A conversational game for learning direct object pronouns
Belinda Suaret

Successful project work
Andrea Cecilia Menegetto

Charades as a lead-in to interview using preterit and imperfect tenses
Belinda Suaret

Les presento a mis amigos Frida y Diego
Carol Eiber

Mnemonic devices for learning in a playful way
Javier Muñoz-Basols

Recipes for All Modern Languages

Appetizers: Essential vocabulary activities for getting started

Conversación telefónica/Telephone conversation
Dennis Bricault

Writing about family
Linda Lassiter

Fiesta/Party
Michael D. Thomas

Main Courses: Hearty grammar activities

Verb conjugation
Violeta Mack-Donovan

All things discovered
Carla R. Monroe

Audra L. Merfeld-Langston
Round Robin Storytelling

Reading as a springboard to other L2 skills
Stuart Stewart

ISBN 9783895860638. LINCOM Studies in Second Language Teaching 05.180pp. 2007.

ELT Profession: Challenges & Prospects

The Proceedings of the 2nd International conference on ELT, 2006, Eastern Mediterranean University, Turkish Republic of Northern Cyprus

Naciye Kunt, Javanshir Shibliyev & Fatoş Erozan (eds.)
Eastern Mediterranean University

This is a collection of selected papers contributed to The 2nd International ELT Conference held in North Cyprus in 2006, which placed special emphasis on challenges and prospects in ELT profession. Part 1 includes papers presented by the plenary speakers like Cem Alptekin who focused on topical structure analysis of compositions, Deniz Kurtoğlu Eken with her paper devoted to teacher training and A. Suresh Canagarajah with his paper about changing pedagogical priorities.

Part 2, which consists of the selected papers, addresses various issues that challenge the foreign language teaching community: Teachers (challenges for initial teacher training programmes, the perspectives of various groups in in-service teacher education program, pre-service teachers’ beliefs about EFL materials, uncertainties and challenges of EFL teachers, pre-service teachers’ reflections of journal writing and language teacher competency), Learners (their learning style preferences, andragogical and pedagogical orientations, needs, and beliefs), European Language Portfolio (its potential benefits, implementations, implications and limitations, and promoting process and context awareness), and Language culture and classroom pedagogy. We believe that the issues treated in this collection challenge all of us who are the members of language teaching community.

CONTENTS

From the Editors i

Opening Speeches iii

Part 1 - Plenary and invited speakers

Topical Structure Analysis of Student Compositions in English and Turkish
Cem Alptekin 1

Getting to the Heart of ‘Training’: Teachers’ Voices, Teachers’ Choices?
Deniz Kurtoglu Eken 6

Changing Pedagogical Priorities, Revised Professional Relationships
A. Suresh Canagarajah 17

Becoming an English Teacher: A Theoretical, Practical, and Personal Journey
Elaine K. Horwitz 26

A Felxible Framework for Teacher Developed Materials
Brian Tomlinson 27

Form Follow Function: An Argument for a Genre Approach to Teaching
Academic Writing Thomas S. Miller 28

Engaging Students in the Reading Process
Kristina Smith 29

Generating Standards for a Community
Eric S. Dwyer 30

Developing Self-Regulated Learning Skills in Practicum Course
Ayşegül Daloglu 31

Raising Our Cultural Awareness to Become More Effective Teachers
Rick Finnan 32

Part 2 - Selected papers

Language skills and language content areas

Writing Apprehension and ICT: The Effects of Online Writing Workshops
Nik Nurmi Adilah Bt Nik Mohd Adib & Kamariah Bt Yunus 33

EFL Students’ Perceptions of Classroom Practices in Speaking Classes
Sercan Saglam & Özlem Kaya 44

Rethinking Communicative Language Teaching in Instructed Settings: The Role of the Four Language Skills
Esther Usó-Juan & Alicia Martínez-Flor 54

Challenges and Issues in Using the World Wide Web as a Research Tool for Academic Writing
Elif Demirel 61

The Relationship between the Extroversion/ Introversion Tendencies of Iranian BA Students of English and Their English Oral Reproduction
Abdullah Sarani & Reza Kafipour 68

Assessing Intermediate College EFL Learners' Multiple Vocabulary Knowledge
Yoshihiro Omura 77

Accelerated Neological Activity and Global English: Challenges for EFL Teaching
Visnja Fara 86

Teacher in focus

Challenges for Initial Teacher Training Programmes in Romania
Camelia-Marinela Tugui 95

Teachers, Trainers, or Administrators: Who’s Afraid of In-service Teacher Training?
Deniz ŞALLI-ÇOPUR 104

Pre-Service Teachers’ General and Specific Beliefs about Authentic, Commercial, and Teacher-Made EFL Materials: Pedagogical and Practical Considerations
Nihat Polat 114

Uncertainties and Challenges of First Year EFL Teachers
Ayşegül Zýngýr Gülten 123

A Path through Journals: Two Pre-Service Teachers’ Reflections
Evrim Üstünlüoglu 137

Language Teacher Competency or Teacher Language Competency?
Nurdan Gürbüz 149

Learners in focus

The Learning Style Preferences of ELT Teacher Candiates
Raşit ÖZEN and Zeki ARSAL 160

Andragogical and Pedagogical Orientations of Adult Learners Learning English as a Foreign Language
Tanju Deveci 166

Language Learning Strategies of ELT Students
Sena Bundak 174

A Needs Analysis of an English for Specific Purposes at University Darul Iman Malaysia, KUSZA Campus, Malaysia
Kamariah binti Yunus, Nik Nurmi Adilah & Nik Mohd. Adib 184

Pre-university Students’ Beliefs about Language Learning at Eastern Meditarrenean University, School of Foreign Languages, Intensive English Division
Fatma Galatyalý 196

European language portfolio in focus

The European Language Portfolio and its Potential Benefits for Turkey
Ilknur Pekkanlý Egel 202

European Language Portfolio: Implementations, Implications and Limitations
Yeşim Betül Oktay 212

The European Language Portfolio in Practice: Promoting Process and Context Awareness
Hülya Yumru & Şehnaz Şahinkarakaş 220


Language and culture A Quest into Turkish EFL Teachers’ and Learners’ Perspectives on Culture Teaching
Pýnar Sali 226

Young Malaysian Children’s SLA Experiences in the United Kingdom
Hamidah Yamat 235

Classroom pedagogy in focus

Situations and Options in Classroom Management: Interventionism, Non-interventionism, or Interactionism?
Erdogan Bada and Bilal Genç 246

Creating Opportunities for Independent Learning Strategies, Challenges, and Rewards
Norhayati Mohd Ismail 254

Enhancing Washback Projections of the PLEVALEX Online Testing Platform
Jesús García Laborda 269

ISBN 9783895861345. LINCOM Studies in Second Language Teaching 06. 286pp. 2008.

« LA GRAMMAIRE EN CONTEXTE »

Genèse du concept dans les théories linguistiques contemporaines et son introduction dans l’enseignement du français au Maroc.

Houriya Bouarich
Ibn Tofail University, Kénitra, Morocco

L’enseignement d’une langue étrangère à suscité et suscite toujours un intérêt certains chez les didacticiens. Au Maroc comme partout ailleurs cet enseignement a connu différentes approches et méthodes. Notre perception de cet enseignement s’insère dans le contexte des exigences que révèle l’enseignement/apprentissage du français dans le système d’enseignement marocain et qui ne dissocient nullement le communicatif du grammatical.

Ce travail a pour objectif de vérifier si un enseignement grammatical contextualisé est à même de favoriser l’acquisition des compétences communicatives. le recours à la grammaire en contexte, dans l’optique de cette recherche, est à considérer comme une pratique qui pourrait non pas résoudre tous les problèmes, mais favoriser la réalisation d’objectifs précis visant une communication orale et écrite satisfaisante en langue étrangère . Ce choix trouve sa justification dans le fait que l’étude du domaine grammatical a connu un certain développement suite à une évolution linguistique indéniable. Cette évolution s’est traduite par l’apport judicieux de différentes théories. D’abord la grammaire générative qui fait de la syntaxe un élément incontournable ensuite la théorie de l’énonciation qui, à notre sens, se présente comme un autre élément de progrès. En effet, en faisant apparaître différents paramètres qui interviennent dans la conversion de la langue en discours, l’énonciation a rétabli le rôle essentiel du contexte linguistique et extralinguistique. Ce dernier est perçu comme une mise en exercice de la maîtrise des règles dans une situation déterminée. Le troisième palier est celui de la pragmatique. Cette perspective s’est intéressée à l’étude de la relation des phrases aux locuteurs. Elle a mis en évidence des formes linguistiques qui n’ont de sens que dans un contexte. Ce phénomène a mis le concept de « contexte » au centre des préoccupations des linguistes.

Les théories linguistiques et didactiques sont donc mises à contribution afin de cerner la question du « contexte ». L’idée qui ressort de cette association reflète une conception élargie de l’enseignement de la grammaire, à savoir l’articulation de différents cadres : grammaire de la phrase /grammaire du texte /grammaire du discours. C’est une conception étendue puisqu’elle tend à être compréhensive, donc beaucoup plus productive.

Houriya Bouarich, professeur de l’enseignement supérieur à la faculté des lettres et des sciences humaines, Université Ibn Tofail de Kénitra Maroc. Diplômée de l’université de Paris VII Jussieu, UER de linguistique ; Doctorat en syntaxe. Diplômée en linguistique et didactique des langues de l’université Mohamed V, Rabat ; Doctorat d’Etat. Auteur de plusieurs publications ayant trait à la linguistique, la didactique, la culture orale et le genre.

ISBN 9783895865602. LINCOM Studies in Second Language Teaching 07. 266pp. 2009.

Extensive Reading in English Language Teaching

Andrzej Cirocki (ed.)
Gdańsk University

This book presents a wide-ranging examination of extensive reading and its great role in increasing literacy and language development as well as fostering a positive attitude towards reading. The authors are first concerned with theoretical issues pertaining to reading English as a foreign or second language, showing how a theoretical model can be instrumental in helping teachers to encourage their students to learn to read. Then, the authors discuss the place and role of literature in language instruction at different levels, ranging from primary to university, where the term literature denotes both texts written for native speakers and graded texts designed for language learners. Suggestions are provided for integrating extensive reading into the curriculum, establishing a library, and selecting reading materials. The authors also present numerous benefits which can accrue from extensive reading, namely: improvements in learners’ general language proficiency, reading fluency, vocabulary acquisition, affective changes as well as developing communicative and (inter)cultural competences – a priority of the present-day EFL/ESL classroom. Finally, the text provides practical teaching tips, including extensive reading programme guidelines, lesson plans and activities. This innovative book will undoubtedly be a worthwhile reference source for teachers, teacher educators, and teacher trainees for years to come.

CONTENTS
Table of contents
List of contributors
Preface

SECTION ONE
DEVELOPING READING SKILLS IN A FOREIGN/SECOND LANGUAGE

DIANA PULIDO
Developing reading skills in a foreign/second language

JOHN PAUL LOUCKY
Enhancing skills essential for effective reading

SECTION TWO
PROMOTING LITERACY THROUGH EXTENSIVE READING

ROB WARING
The inescapable case for extensive reading

DAVID R. HILL
The place and role of graded readers in the EFL context (ER programmes)

RONALD P. LEOW
Simplified written input and its effects on L2 comprehension: What the research reveals

LUCYNA ALEKSANDROWICZ-PEDICH
What to read in extensive reading programmes: Teachers’ choices and recommendations in view of the concept of the literary canon

ANDRZEJ CIROCKI
The place and role of literary texts in language education: A historical overview

MAYA KHEMLANI DAVID
Moving beyond schema: Selecting texts for EFL readers

ANA TABOADA NELE McELVANY
Between the skill and will of extensive reading: L2 learners as engaged readers

JOHN MACALISTER
“But my programme’s too full already”: How to make A Good Think happen in the academic purposes classroom

ROGER NUNN
Integrating extensive reading into holistic task-based learning units

HANDOYO WIDODO
Implementing collaborative extensive reading in an EFL classroom

GRETA GORSUCH ETSUO TAGUCHI
Repeated reading and its role in an extensive reading programme

EMILIA FUJIGAKI
Extensive reading for weak readers: Developing reading fluency in the EFL/ESL context

SUGENG ARIYANTO
Encouraging extensive reading to improve academic literacy in the EFL class

CHENJING YOU SHENGWEI CHEN
Applying authentic materials to EFL extensive reading in senior high schools in China

LARRY J. MIKULECKY
Using Internet-based children’s and young adult literature for extensive reading in EFL instruction

YONGAN WU
Engaging advanced-level ESL students to read young adult literature in extensive reading settings

ROGER NUNN
Extensive reading of literary texts for advanced students: A contrapuntal approach to critical thinking

DOREEN E. EWERT
Making connections: Using literature for extensive reading

SIVA SIVASUBRAMANIAM
Anchoring literature in extensive reading programmes: Issues and insights for promoting intersubjectivity in the classroom

MICHAEL JANOPOULOS
Pleasure reading and writing in a second language: (How) Can we make the connection?

ANA LADO
Motivating beginners to read by conducting oral activities with picture books

ATSUKO TAKASE
The effects of different types of extensive reading materials on reading amount, attitude and motivation

ALAN PULVERNESS
Deprived of history: Literature and film in third places

MAYA KHEMLANI DAVID
FRANCISCO PERLAS DUMANIG
Learning about cross-cultural encounters: Authentic texts in extensive reading (ER) programmes at university level

SIVA SIVASUBRAMANIAM
Extensive reading as semiotic mediation: A celebration of lived through experiences

SECTION THREE
THE EFFICACY OF EXTENSIVE READING: INSIGHTS FROM THE RESEARCH

ANDRZEJ CIROCKI
Implementing the ER approach to literature in the EFL secondary school classroom: An action research study

ATSUKO TAKASE
The effects of SSS on learners’ reading attitudes, motivation, and achievement: A quantitative study

FANGLIN WU
ZHILING WU
Developing learner autonomy through extensive reading in the context of Chinese EFL colleges

EMILIA FUJIGAKI
Addressing students’ output in the extensive reading class: A qualitative study

SECTION FOUR
EXTENSIVE READING IN THE EFL/ESL CLASSROOM: TEACHING TIPS

REIMA AL-JARF
Promoting EFL secondary students extensive reading skills

REIMA AL-JARF
Teaching extensive reading to EFL secondary students online

RAANA JILANI
Reading development through reading for pleasure: A plan for EFL classes

HANDOYO PUJI
WIDODO RIRIN PUSPORINI
Teaching content-based EFL extensive reading (ER)

ANNE BURNS
Reading for learning, learning for reading

JAYAKARAN MUKUNDAN
Extensive reading activity 1

JAYAKARAN MUKUNDAN
Extensive reading activity 2

ISBN 9783929075663. LINCOM Studies in Second Language Teaching 08. 635pp. 2009.

Implementación de un Modelo Metodológico Mixto para la Enseñanza-Aprendizaje de Español como LE

Implementation of a Mixed Methodological Model for the Teaching & Learning of Spanish as a Foreign Language

Kerwin Anthony Livingstone
University of Guyana, Guyana

El presente estudio propone proveer un modelo metodológico mixto para el desarrollo e implementación de un Módulo de Enseñanza para el español como lengua extranjera en la modalidad presencial. El objetivo principal es evidenciar cómo los principios metodológicos provenientes de los enfoques didácticos (“enfoque por tareas” y “aprendizaje cooperativo”) pueden ser aplicados de manera efectiva en el diseño de contextos presenciales. Para ello, se explora evidencia empírica acerca de la efectividad de la metodología mixta en la enseñanza-aprendizaje de español como lengua extranjera en dichos ambientes, en un estudio basado en un diseño experimental longitudinal con pre-test y post-test, sin grupo control.

Los hallazgos les proporcionarán guías de orientación efectiva a investigadores, educadores y profesores de lenguas en función del desarrollo de unidades de trabajo y módulos para el aprendizaje de lenguas extranjeras. Los resultados muestran un incremento en el aprendizaje de determinados conocimientos en español como LE y por tanto, mejorando la competencia lingüística y comunicativa de los sujetos. Se propone, entonces, que en el diseño de módulos de enseñanza para el aprendizaje de lenguas se integren e implementen modelos metodológicos mixtos por cuanto son los más propicios para el aprendizaje de LE/L2.

Palabras clave: Enseñanza-Aprendizaje de Lenguas Mediante Tareas, el Enfoque por Tareas, Enfoque Cooperativo, Aprendizaje Cooperativo, Modelo Metodológico Mixto, Metodología Mixta, Modalidad Presencial, Módulo de Enseñanza, Competencia Lingüística y Comunicativa.



This preset article seeks to provide a mixed methodological model for the development and implementation of a Teaching Module for Spanish as a Foreign Language in the face to face environment. The primary objective is to portray how methodological principles from different language teaching approaches (such as task based language teaching and cooperative learning) can be combined effectively in designing activities for face to face contexts.

In this regard, empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching-learning of Spanish as a Foreign Language in the said settings, in a study based on a longitudinal experimental design with pre-test and post-test, but without control group. The findings will help to provide researchers, educators and language teachers with valid guidelines as it relates to the development of Teaching Modules and Units for Foreign Language Learning.

The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language, thus improving the students’ linguistic and communicative competence. It is therefore proposed that mixed methodological models be integrated and implemented when designing Teaching Modules for Language Learning, since they are the most suited for Second and Foreign Language Acquisition.

Keywords: Task-Based Language Learning and Teaching, Task-Based Approach, Cooperative Approach, Cooperative Learning, Mixed Methodological Model, Mixed Methodology, Face to Face Method, Teaching Module, Linguistic and Communicative Competence.

ISBN 9783895866067. LINCOM Studies in Second Language Teaching 10. 40pp. EUR 28.50. 2009.

Observation of Teaching

Bridging Theory and Practice through Research on Teaching

Gloria Park, Indiana University of Pennsylvania, USA
Handoyo Puji Widodo, Politeknik Negeri Jember, Indonesia
Andrzej Cirocki, University of Gdansk, Poland (eds.)

Grounded in postmodern perspectives on teaching, this much-needed edited volume offers fascinating insights into observation of teaching. It is divided into five parts. In the first part, the authors provide interesting insights into how they view research on teaching and observation of teaching as a form of professional development and a mandatory reflective practice. In the second part, the authors voice different perspectives on critical self-reflective inquiry. They discuss how reflective practices can lead to self-awareness of their work in the classroom. What follows, each author, in the third part, highlights the idea that observing others’ practices can be a repertoire of exploring alternative pedagogies and ways to (co) and (re)construct what one does as a teacher. In the fourth part, the authors provide readers with a solid understanding of the visible and invisible power issues pervasive in institutional contexts. By conducting post-observation sessions and reflecting on those sessions, teachers, teacher educators, and teacher researchers can begin to unpack the sociocultural and sociopolitical contexts of teaching. In the last part, the authors document critical reflections on collaborative work between teacher educators from two different content areas, teacher educators and classroom teachers working with science education students, and a teacher educator looking to develop an effective, contextualized teacher education program model as a way to foster cultural competence among teacher learners from diverse backgrounds.

Thus, this edition provides readers with a complete picture of reconceptualizing their teaching via engaging in critical reflections, observing other teachers’ classroom practices, and challenging their views on how teaching is intimately connected to the world they live in. Therefore, this edited collection is a useful guide and resource book for pre- and in-service teachers who wish to be involved in observation of teaching as a research and teacher professional development tool.

Section I: Conceptual Framework of Teacher Research

Chapter One: Observing Classroom Lessons for Professional Development
Kathleen M. Bailey, Monterey Institute of International Studies, USA

Chapter Two: Professional Development through Reflective Practice In and FOR Action
Thomas S. C. Farrell, Brock University, Canada

Chapter Three: Learning by doing: The Role of Data Collection in Action Research
Denise E. Murray, Macquarie University, Australia

Chapter Four: Classroom Ethnographies: Doing Teacher Research
Andrez Cirocki, University of Gdansk, Poland

Section II: Exploration of the Self via Critical self-Reflective Inquiry

Chapter Five: When the mirror reflects two faces: Critical self reflection
Pisarn Bee Chamcharatsri, Indiana University of Pennsylvania, USA

Chapter Six: It’s not you, It’s me: A teacher’s reflection of Self-discovery through Delpit’s Culture of Power Theory
Lynnette Mawhinney, The College of New Jersey, USA

Section III: Observation of Teaching: Exploration of the Pedagogies of Others

Chapter Seven: Humanizing Pedagogy and the Personal Essay
Hayat Messekher
John Leonard Reilly
Marlen E. Harrison
Indiana University of Pennsylvania, USA

Chapter Eight: Teachers’ Identity in Practice: A study of a NNES Instructor of an Undergraduate research writing course
Nawwaf Alhazmi, Yanbu Industrial College, Saudia Arabia
John Grant, Indiana University of Pennsylvania
Takako Shimoda, Amagasaki Oda High School, Japan

Chapter Nine: Magic in ESL: An observation of student motivation in an ESL class
Chikako Hara, Szuka Municipal Hiratano Junior High School, Japan
Whitney Tudor Sarver, Indiana University of Pennsylvania, USA

Section IV: Lessons Learned from Post-Observation Discussions: Forms of (Dis)empowerment

Chapter Ten: The parameter of particularity: A critical analysis of a supervisory observation of an EFL teacher’s classroom in Turkey
Alev Ozbilgin, Middle East Technical University, Northern Cyprus, Turkey
Dan J. Tannacito, Indiana University of Pennsylvania, USA

Chapter Eleven: Dialogic Talk in the Post-Observation conference: An investment for reflection
Steve Mann, University of Warwick, UK
Fiona Copland, Aston University, UK

Section V: Promoting Critical Praxis in Teacher Education Programs

Chapter Twelve: Crossing Borders: Interdisciplinary collaboration among teacher education faculty
Margo DelliCarpini
Amanda Gulla
The City University of New York, USA

Chapter Thirteen: Developing Cross-cultural competence through observation and dialogic teacher inquiry
Melinda Martin-Beltran, University of Maryland, College Park, USA

Chapter Fourteen: Building evidence based teacher education through a continuum of classroom-centered reflective practices
Divonna M. Stebick
Carol R. Rinke
Mara M. Fedeles
Lindsey A. Kowalsky
Gettysburg College, USA

ISBN 9783895862359. LINCOM Studies in Second Language Teaching 11. 248pp. 2010.