Contextualizing College ESL Classroom Praxis: A Participatory Approach to Effective Instruction

by Lawrence N. Berlin

Overview

Contextualizing College ESL Classroom Praxis: A Participatory Approach to Effective Instruction provides pre-service and in-service teachers with a model for engaging in effective instruction with the variety of students encountered in college English as a second language or foreign language classrooms. Along with the model, the text is designed to

Product Details

ISBN-13:	9781136793806
Publisher:	Taylor & Francis
Publication date:	06/30/2017
Series:	Language, Culture, and Teaching Series
Sold by:	Barnes & Noble
Format:	eBook
Pages:	584
File size:	569 KB

About the Author

Lawrence N. Berlin

Table of Contents

Contents: S. Nieto, Foreword. Preface. What Is the Nature of Process Over Product? Is a New Definition of Effective Instruction Necessary? What Are the Factors That Can Affect Second Language Acquisition? What Do Teachers Believe About Effective Language Instruction? What Do Students Believe About Effective Language Instruction? What Makes Pedagogy Effective? (The Pedagogical Function) How Do Teachers and Students Relate in the Classroom? (The Environmental Function) What Does Instruction Mean for Students? (The Societal Function) A Brief Review. (The Effective Instruction Model) How Can Effective Praxis Be Adapted to Various Contexts? (The Application Model)

Editorial Reviews

"...an important contribution to the ongoing discussion on what constitutes effective English as a second language (ESL) teaching practices...Berlin's effective instruction model and participatory framework compel ESL teachers to reflect on and re-examine their perspective on the roles and functions of teachers, students, and the language classroom....this book provides language teacher educators with a valuable supplement to the more traditional texts found in ESL methodology and practicum courses."
—TESL-EJ, September 2006, Vol. 10, No. 2

"The voices of the teachers and learners are rich....The approach is inspiring, and can leave readers with will for reflection, an awareness of the complexities of a living multicultural classroom, and with a motivation to embrace and encourage the co-construction of knowledge in a language learning environment."
—Mary E. Wildner-Bassett, University of Arizona

"Berlin guides the reader into a fully developed understanding of what it means to be engaged in a participatory approach to language learning. This approach, based on the combined principles of Paulo Freire's critical pedagogy and communicative language teaching, is more than a method, and more than an approach. It is an entirely new way to view the roles of teacher and students together....After reading this book, to become participatory on one's classroom becomes a haunting responsibility, if one claims at all to be democratic, a believer in social justice, or one who simply recognizes the uniqueness of each individual as a learner."
—Lorrie S. Verplaetse, Southern Connecticut State University

From the Publisher