Overview

This textbook proposes a theoretical approach to linguistics in relation to teaching English. Combining research with practical classroom strategies and activities, it aims to satisfy the needs of new and experienced TESOL practitioners, helping them to understand the features of the English language and how those features impact on students in the classroom. The author provides a toolkit of strategies and practical teaching ideas to inspire and support practitioners in the classroom, encouraging reflection through regular stop-and-think tasks, so that practitioners have the opportunity to deepen their understanding and relate it to their own experience and practice. This book will appeal to students and practitioners in the fields of applied linguistics, TESOL, EAL, English language and linguistics, EAP, and business English.

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9783030409319

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Reviews

Valenzuela's book is strong in almost every way. ... And yet, despite how packed and intelligent the volume is, it is very readable. ... The book is therefore light in tone, accessible, even engaging. All of these qualities would make it an effective text for teacher educators as a basis for training, and a good resource for those teachers themselves wanting a comprehensible treatment of key concepts. There is more. The work is current. (Bill Nelson, ELTED, English Language Teacher Education and Development, Vol. 24, 2021) The volume succeeds in building bridges between linguistics and TESOL so that teachers can make linguistics-informed decisions concerning their teaching practice. ... I highly recommend this book to novice and experienced teachers as well as tutors in TESOL programmes who teach linguistics-oriented modules. (Dario Luis Banegas, RELC Journal, August 24, 2020)

The volume succeeds in building bridges between linguistics and TESOL so that teachers can make linguistics-informed decisions concerning their teaching practice. ... I highly recommend this book to novice and experienced teachers as well as tutors in TESOL programmes who teach linguistics-oriented modules. (Dario Luis Banegas, RELC Journal, August 24, 2020)

Author Information

Hannah Valenzuela is Senior Lecturer at the University of Derby, UK where she leads the TESOL pathway of the BA (Hons) Education Studies programme. She has been a languages teaching professional for over twenty years. After many years living and working abroad as an English language teacher and teacher trainer, she returned to the UK and spent eight years teaching Spanish and French. She has carried out research into evidence-based languages teaching methodology, and is currently researching EAL provision and policy in secondary education.

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