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Inservice Teacher Education DOCUMENT RESORE ED 107 116 FL 011 260 AUTHOR 1s2atchforue Cua7li.s H., Ed.: Schachter, Jacquelyn, Ed. TITLE On TLSOL 176: LIL Policies, Programs, Practices. PUB DATE 7d . NOTE 400p.: Se2eztea papers from the TESOL Annual Convention (lath, Mexico City, Mexico, April 4-9, 197). AVAILABLE FEOM 'ILSOL. 4,14 0.:. Transit Building,Georgetown 4 University, Washington, DC 20057 ($8.00). EDRs PRICE 5E01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS C.2ass Size: Communicative Competence (Languages): Curriculum imvelopment; Edwational Policy: Elementary Secondary Education; *English (Second Language); *Foreign Countries: Higher Education: Inservice Teacher Education; *Instructional Materials; Language Processing; Language Research; *Linguistic fheory; Native'Speakers; Public Policy: Reading Instruction;'*SecOndIsanguage Instruction; Socieling4istics:, Student Characteristics; Student Evaluation; ^leacher Effectiveness: Translation; writing instruction IDENTIFIERS Cnina ABSTRACT . A selectioa or 2y papers presented at the 1978 IESOL convention is presented. Part one consists of the plenary addresses which concern the following:a aurvey of the profession, the notional-functional syllatms, the humanization of English.asa Secod Language, and a ,seview of inconsistencies of national policies and . priorities regarding the teadaing of English abroad. Part tin) contains papers an the following professionalconcerns: variables important in constructing a language instructionprogram, a model for identifying goals for F.nglish acuievementove:seas, foreign language teaching in tae People's Republic of China, a curriculum for maximiting.the effectiveness or teachers whose English is lessthan proficient, the effectiveness of a.teacher retraining progtam it Canada, and the advisability az translationas a part of language training. Part three covers various aspects of classroom practicesas follows:(1) ways to adapt aaterials that are.already in print, (2) classroom activities that illustrate the various registers of language use, (3)ways to overcome the drawbacks of huge classes, (4) interactions to prepare students for reading,(5) models for teaching writing,(6) differences Detween "will" and "be going to," (7) ways to wean students aw-4y from Aictionary reliance, and (8) a way to assess student progress ey accuri.te observation and attention to students'themselves. Part four cr.ncerns experimental research. (SW) *********************************************************************** Reproductions suppliex by EDEAS are the best that cat be made from tne original document. ****************0****************************************************** gala 4.0 On TESOL '78 A EFL Policies, Programs, Practices -PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY s tagiimussa.sia OF otE AL TN aiwcoTION illeLSMIE HAS BEEN GRANTED BY PlATIONAL INSYITUT OF EDUCaTION Akio YN1S DO( Loot NO mit% PE Wt Qs DUE E E RAC /1, V A% ..E t) M.,NA INF PE DSOs. (le clausfo../0 Ot Av.1' pooka OF v.E 0. OR OPhON% 511.9E 0 00 140? P4E CE %%so.. of Pot TO THE EDUCATIONAL RESOURCES SEP.' Of .41. NAT Ns*,,., f Io INFORMATION CENTER (ERIC)." El:WC thr40% FOS. ON OR PO, ( Edited by Charles H. Blatchford and Jacquelyn Schachter Selected papers from the Twelfth Annual Convention of Teachers of English to Speakers of Others Languages Nlexico ty April 4-9. 1978 'reachers of English to Speakers of Other Languages Washington, D.C. PP 4 p. - Dedicated to VIRGINIA FRLNCH ALLEN in gratitude for her service to the profession as teacher. professor. colleague and friend. 330. ( Ty right 01478 by the irm her. Itt01,11 Spea%ers iii Other Lapguages -.0 S. A t telt reser%rd h 1"ird :re the L'mtrd State% ut Out ( 'utlgre:. ( ultItt ( 4rd Nu 7R-hti744t ftutld1011.11 pees ;ty trum TEM )1. 455 N. vil% Building (;riprgetuvvn Univertty Washingt ytt X 7 2(057 J 9 Pr Owe A hook is the most varied product in the world.Its physical aspects are second- ail, to the range of thoUghts and images itattempts to transfer to the mind of thes.reader. In this respect, a book is like a piece of row.% it takes on meaning only in connection with the things it holds together.What is carried by the hoek is nothing less than the life of the mind. Norman Ccousins. 1953. This hook is a sampler. Itis varied in its content and is held togetherbrthe theme of the teaching of Englishas a foreso language, a topic that the 12th annual TESOL convention fix ussedon in its Mexico City venue. April 4-9,1978. A book the sim of this cannot possiblycapture the breadth and depth of the scholarly presentations at the wnvention%. itcan, perhaps, portray the diversity of interests characteristic of the wnvention andof the TESOL organization itself. And .dthough the surfacecomerns of the articles herein are many, the underlying theme of each is the hullson the benefit of English learnersour better understanding of how they learnour increased proficiency in teaching them, and our improved application of theoryto these concerns. These articles, then, reflect part of the wllective mind of TESOL. Part I consists of the plenary addresses, alt ofwhich were invited. The first two (Crvmes and Brown)survey our profession from their vamage points as editors of the two leading Americ an journal% inour field and begin to braid the rope whose thematic strands the reader will findwoven through many of the subse- quent selections The next finir (Campbell. Rutherford. Finocchiaro,and Wid- dowson). dealing with the notional-functionalsyllabus, are a step toward familiarizing an American audience with curricularinnovations emanating from *The TEM )1. '78 ( :onvent ion Program. includingabstraitsof 243 of these presenta. tams, is a%ailabie. while the supply lasts. from the IT.S01.Central Office, 455 Nevils Budding, Georgetown University. Washington. DC 20057.Price: $2.50 ($2. to mem- bers), pn-panI iv EFL Policies, Programs, Practices Europe and worthy en our attention. They indicate a tnodel for developing !iyllabus based on sociohnguistic research. Curran's paper represents a relatively trw approach to languagetratigig/learning and illustrate.% the humanizing of the EH. ventureViiuttontributes an approach to language instructitm that has divorced itself from a slavish insistence upeni immediate student response. FinallY, Eta-told H. :Wry. the first president of TESOL in 1966-67, traces the in- . consistencies of our national policies id priorities regarding the teaching of English abroad, and in so doing urges us--you and rueto voice our concerns to !Jobe y makers.' Part II contains papers that wilco a diversity of professional concerns. Judd presents a number of variables that must be considered in cnnstructing a viable program of language. instruction. Moody, as an adnnnistrator. proposes a model tOr realistically identifying goals for English achievement overseas. Based On re- cent trips, Light's article sketches a picture of foreign language teaching in the People's Re-public of China: his information may be extremely valuable in the near tnture as exchanges with ale PRC become more frequent. Diaz, Adams and Torrano picivide a curriculum for maximizing the efketi.eness of 1(.2k-hers whose Enghsh is hes than proficient, while Buch and de Bagheera report on the efkc- tiveness of a teacher retraining pTogram in Canada. The. advisabdity of transla- tion .e.s a part of language training is revived in Foltz and Henderson's paper, and finallytnthissee tion, Dubin tackle's the problem of designing classroom ntaterials that not calk work but also derive from what the profession is learning about language from sot iolingnistics and about teaching from less dogmatic ap- proat hes. Various aspet ts of c lassroom practices are coven.d ;n Part III. Madsen and. Bowen suggest wave to adapt materials that are already in print and inap- propri.m. fur a particular settingthose that a teacher is -stuck with.** Di Pietro otters some classpiom activities that will clearly illustrate to students the various registers of l.mguase use From her experience in Africa, Taska smigests ways to melt cam the drawbacks of huge c lasses. Stickman and Kleinmann present some interautions to prepare students for r Kroll extends our understanding of modds for teaching writing Martin's syntax paper gives insights into differences between will mid bottig to which should keep teachers from saying they're inter- changeableAbalii and Best illustrate ways to wean students away from dic- (tonal.% reliance ..ind tiii.tlly . (;anegno provides a way to assess student progress, not by !Ormel tests but by more accurate observation and attention to the students thei wide ve Part IV, Experimental Research, is an integral part of TE.SOI., a source of in- spiraiion for what we do in classrooms. By providing anecdotal observatigns of two different ESI. learnele. K.:c.nia and Krashen not only develop the monitor " I o .essisi.I Est n isreprinting dui. :mu It wparatels tutu' whit he en. iitsrd III1 Irttrt ft% timt 'tittle., mai be ,,brtincdtitprn (ht.I F.S( pr hmoni ite ) Singleplet, nit Ihat ge mull! pirs. II IC.ic h. F. I. Pre faCe throrY, but aim ikmon st rate the importance ofacknowledging different learner strategies. Fathinan looks at learnersus two settings ("informal" and formal") and identities eer ath similarities and differencesin oral proficiency. Gaining data kola students ot Frenchas a second language, Bialystok provides a new perspective on the relationship between learnercharacteristics and second language achievement.Carrdll disc overs simdarities in the interpretive abilities of both native speakers and learnersof English indicming possible universal language-processing strategies Fin.dlv. Selinker and Luiwnddlareexamine the conrept ot fossthiation met point inn severalareas for research in which classroom teachers contributions will be essetuial. in acknowledgment. this volume couldnot have appe erect without the resiies at ion of the authors. thesupport of TESOL's Executive Secretary, ames E. nd Administrative Assistant, Carol LClair, 'and the workof Harry Baldwit, amf Ron Parrish whosetime and expertise. rased our task. Ibis is A part of the rope hraidee in 1978. its endis not knotted and its fibres are ready fisr kngtlwning.
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