Developing Indigenous Models of English Language Teaching and Assessment
edited by Fuad Abdul Hamied, Ida Bagus Putra Yadnya, and I Gusti Ayu Gde Sosiowati
This book is a collection of articles presented at the 62nd TEFLIN International Conference, held under the theme Teaching and Assessing L2 Learners in the 21st Century and in conjunction with the celebration of the 53rd Dies Natalis of Udayana University. The articles were contributed by plenary and featured speakers covering issues of English-language teaching from the perspectives of (1) Language Policy and Planning in Assessment, (2) Quality Assurance in ELT, (3) 21st Century Language and Communication skills, (4) Assessment in Character Education, (5) Rotes of ICT in Teaching and Assessing L2 Learners, (6) English for Young Learners, (7) Innovations in Teaching and Assessing, (8) Best Practices in L2 Teaching and Research, (9) School-based Assessments, (10) English for Specific Purposes, (11) Standardized Tests of English Proficiency (e.g. KLTS, TOEFL), (12) English for General Purposes, (13) The National Examinations and their Impact on L2 Learning, (14) Translation in Language Teaching, (15) Teacher’s Professional Development, and (16) Literature-Based Language Teaching.
Instructed SLA: A Practical Guide for Teachers
by Eun Sung Park
Eun Sung Park wrote this book with the intentions of helping language teachers know more about SLA as a way to further refine their teaching techniques depending on their needs and conditions. But unlike most textbooks on SLA (including introductory ones), this book was written with no expectations on prior knowledge on the matter, meaning that it will be friendly and suitable for use by many teachers. This book will help in familiarizing teachers with key concepts and terms or keywords in SLA as technical terms are written in bold and are accessible through the glossary.
Cooperative Learning in Language Education
by George M Jacobs and Willy A Renandya
This book discusses the essential and practical strategies in implementing cooperative learning in language learning classrooms. It also covers some common challenges and teachers’ concerns regarding this topic. It is presented in an easy-to-follow manner with practical apporaches and discussions.
Implementing a Text-based Approach in English Language Teaching
by Helena I. R. Agustien
This book Helena Agustien wrote circles around language (in this case English) as a means of communication by way of expressing and exchanging meaning. The book uses text-based teaching method in its approach of delivering the knowledge of language as spoken and written communication medium. It is written in linear manner starting from why text is central in this approach to its application both in written and spoken delivery, meaning that teachers are expected to follow it easily.
Inspirational Stories from English Language Classrooms
edited by Flora Debora Floris and Willy A Renandya
44 contributors put in their inspirational stories regarding their experiences in classrooms teaching English and telling stories. This book is targeted toward English teachers, trainees, scholars, as well as policy makers who want to motivate and empower their students (or themselves) through short stories. The classroom stories within this book can be used as a reference for in-class application depending on the situations. It also includes suggestions on relevant or related activities to the stories and classroom in general that can also be used to improve teachers’ teaching methodologies.
Introducing Task-based Language Teaching
by Rod Ellis
Rod Ellis wrote this book with the intention of making it practical for use by teachers in their English classrooms. It was based heavily on his own experiences and practices, and actual practices from some people regarding task suggestions as well as suggestions on how to carry them out. As it is meant to be simple and very accessible, technical and specific terms are written in bold and are accessible through the glossary at the end of the book.
If you would like to obtain a copy of this book, please contact secretariat@teflin.org
Teaching Pragmatics in EFL Classrooms
by Nguyen Thi Thuy Minh and Le Van Canh
This book explores the tight connection between language learning and pragmatic competence, in contrast to mostly focus on teaching grammar or other structural rules. One of the most important things this book tries to deliver is to avoid misuse of words or expressions that can lead to miscommunication, misunderstanding, or even unintended offenses due to the students failing to understand the context and how it should be handled. But worry not, because although the content is tricky to discuss, Nguyen Minh and Le Canh wrote the book in a progressive and linear manner, which should make it easy to follow.
Feedback in L2 Writing Classrooms
by Icy Lee
This book from Icy Lee is focused on the feedbacks writing teachers give to their students. It includes different types of feedback, and how and when each is to be implemented, as well as what to expect from each one. In addition, it also provides tasks for reflection and discussion to better improve teachers’ professional development.
Evaluating, Adapting and Developing Materials for Learners of English as an International Language
by Brian Tomlinson
Brian Tomlinson thinks that every teacher is a materials developer regardless of their training (or lack thereof). That is because even though some do not make the materials books and use what others have provided, they often make modifications and adjustments to what they think is more suitable for their students and classroom condition. This book is intended for those people, who do not make their own materials, aren’t native English speakers or do not have the opportunity to live in English speaking country, on how to better evaluate materials, choose the proper ones and modify as needed depending on their classroom environment, in addition to some of them having already done so.
If you would like to obtain a copy of this book, please contact secretariat@teflin.org
