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CONTEXTUALIZING COLLEGE ESL CLASSROOM PRAXIS: A PARTICIPATORY APPROACH TO EFFECTIVE INSTRUCTION

Published online by Cambridge University Press:  26 January 2007

Kathleen M. Bailey
Kathleen M. Bailey
Affiliation:
Monterey Institute of International Studies
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Extract

CONTEXTUALIZING COLLEGE ESL CLASSROOM PRAXIS: A PARTICIPATORY APPROACH TO EFFECTIVE INSTRUCTION. Lawrence N. Berlin. Mahwah, NJ: Erlbaum, 2005. Pp. xxiii + 113. $24.50 paper.

This brief volume (119 pages of text) was written to provide “a model for engaging effective instruction with the variety of students that you [the reader] will encounter” (p. xv) in college English as a second language (ESL) or foreign language classrooms. The intended audience includes both graduate and undergraduate students as well as preservice and in-service teachers. The author espouses a problem-posing approach to teaching and to writing this volume, in that the reader is involved in a process of “naming issues, reflecting on them and possible solutions and acting upon your [the reader's] ideas” (p. xv).

Type
REVIEWS
Information
Studies in Second Language Acquisition , Volume 29 , Issue 1 , March 2007 , pp. 130 - 131
Copyright
© 2007 Cambridge University Press

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References

REFERENCES

Doughty, C.J. & Long, M.H. (Eds.). (2003). The handbook of second language acquisition. Oxford: Blackwell.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Gass, S.M. & Selinker, L. (2001). Second language acquisition: An introductory course ( 2nd ed.). Mahwah, NJ: Erlbaum.
Katz, A. (1996). Teaching style: A way to understand instruction in language classrooms. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom: Qualitative research in second language education (pp. 57–87). New York: Cambridge University Press.