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TESOL: Locating TESOL Books
This guide will provide research support resources for TESOL students.
You can limit your search results to eBooks which can be read online.
Terms To Use for Locating Books
The terms below are used in library catalogs to describe books related to TESOL and ELL topics.
English language -- Study and teaching -- Foreign speakers.
Linguistic minorities -- Education -- United States.
English teachers -- Training of.
English language--Study and teaching--Foreign speakers
English language--Ability testing
English language--Grammar--Study and teaching
English language--Spoken English
English language--Terms and phrases
English language--Textbooks for foreign speakers
English language--Written English
English language--Study and teaching--Chinese speakers (substitute the language desired: for example Spanish speakers, Asian speakers...)
When browsing the stacks in academic libraries, books on this subject can be found in PE1128.
Books for TESOL Studies Topics
Pepperdine has a large collection of eBooks that can viewed online as well as print books for checkout. Here are sample books on the topics related to TESOL studies.
ELT by Christoph Haase; Natalia OrlovaThe volume is a result of the latest conference in a series of ELT conferences at Purkinye University, Usti nad Labem. It contains submissions by national and international scholars with contributions relevant to applied linguistics and education, ELT methodology, TEFL/TESOL and cultural studies. This volume reflects, on the one hand, the international spectrum of activities, and, on the other, the more locally focused research projects of individuals which are displayed in the various articles in this volume. Further, this volume represents a comprehensive companion piece to the 2011 volume ELT: Converging Approaches and Challenges, edited by Christoph Haase and Natalia Orlova.The volume contains 18 chapters that are organized in four main sections dedicated to broad fields in ELT. The first, Issues in Grammar Teaching and EAP, starts with a paper by David Newby on his very individual take on a cognitive-communicative grammar. This important contribution sketches a hybrid grammar model with underpinnings in recent findings in cognitive linguistics. The second section, entitled Teaching Expressivity and Culture offers a diverse array of studies that include, among other contributions, a systematic survey of English address forms used by non-native speakers by Josef Nevaril and Blanka Babicka, and a paper on the heterogeneous situation of English and French as competitors in Cameroon by Samuel Atechi. Section number three is the most technical with studies on Methodology, Technology and ELT. This section also spans across all levels of language teaching. In it, Natalia Orlova for example analyzes the self-perception of teachers. The final section collects shorter contributions, including, for example, reflections on a networked teaching of tenses by Stanislava Kaiserova.
Call Number: ONLINE
Publication Date: 2014-03-15
English Language Learners by Tamara L. Roleff (Editor)This volume explores the issues surrounding English language learners. It presents diversity of opinion on each topic, including both conservative and liberal points of view in an even balance. Essays are arranged in a pro versus con format so that more than one intelligent viewpoint is shared. Readers will evaluate such topics as whether bilingual teaching is beneficial, whether demand for English classes outstrips supply, and whether English-only policies in the workplace are discriminatory.
Call Number: PE1128.A2 E486 2009
Publication Date: 2009
Essentials for Successful English Language Teaching by Thomas S. C. Farrell; George M. Jacobs"Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning: encourage learner autonomy; emphasize the social nature of learning; develop curricular integration, focus on meaning; celebrate diversity; expand thinking skills; utilize alternative assessment, and promote English language teachers as co-learners along with their students." "These essentials are best implemented as a whole, rather than one at a time and so they are interwoven with each other to encourage a holistic teaching approach. Highly accessible, each chapter comes with case studies and a range of activities to encourage the reader to put each of the essentials into practice. With these the authors aim to bring an inner smile to all English language teachers that reassures them they made the right choice when they chose to become teachers of the English language." "This reflective and engaging book will be invaluable to postgraduate students of TESOL and applied linguistics, and in-service language teachers."--Jacket
Call Number: PE1128 .F267 2010
Publication Date: 2010
Handbook of Linguistics by Mark Aronoff (Editor); Janie Rees-Miller (Editor)This second edition of The Handbook of Linguistics provides an updated and timely overview of the field of linguistics. The editor's broad definition of the field ensures that the book may be read by those seeking a comprehensive introduction to the subject, but with little or no prior knowledge of the area. Building on the popular first edition, this new edition features new and revised content reflecting advances within the discipline. New chapters expand the already broad coverage of the Handbook to address and take account of key changes within the field in the intervening years. It explores: psycholinguistics, linguistic anthropology and ethnolinguistics, sociolinguistic theory, language variation and second language pedagogy. With contributions from a global team of leading linguists, this comprehensive and accessible volume is the ideal resource for those engaged in study and work within the dynamic field of linguistics.
Call Number: ONLINE
Publication Date: 2017
Practice of English Language Teaching by Jeremy HarmerThe text incorporates a broader and more detailed analysis of issues relevant to language teachers. The Practice of English Language Teaching is full of practical suggestions and samples from actual teaching materials.
Call Number: PE1128.A2 H34 2001
Publication Date: 2001
Praxis of English Language Teaching and Learning (PELT) by Mark Vicars (Editor); Shirley R. Steinberg (Editor); Tarquam McKenna (Editor); Marcelle Cacciattolo (Editor)This edition of Critical New Literacies: The Praxis of English Language Teaching and Learning (PELT) begins with an examination of bricolage as a way to engage in critical research in TEFL/TESOL teaching and research. The volume considers the quality of 'encounter' needed in the global and intercultural classroom. The authors address validity, reliability and an authentic need for research which has at its heart ethical practice. Disenfranchisement of the co-participants in research, which is usually not considered, is reviewed in the volume. The manner in which quantitative methods can be used to deliberate on "praxis" is also explored. Self-reflexive practice is at the heart of EFL research and remains central to this volume. The authors are all praxis based research practitioners and make the work of research accessible, equitable and socially just. This series has at its core the need to state that equitable research is about shared authority and shared power. These nine authors address the periphery and in doing so contest the way the world sees research. The PELT series has a disruptive quality as its raison d'etre and Steinberg et al are asking us to revisit; review and re-assess the notion of our life work as researchers in EAL, ESL, TEFL and TESOL. These nine authors are all global leaders in research inquiry and the provocations offered here are unified in the parading by questioning the more traditional field of research inquiry. The ethic of care and courage is encapsulated in this edition.
Call Number: ONLINE
Publication Date: 2015
Usage-Based Study of Language Learning and Multilingualism by Lourdes Ortega (Editor); Andrea E. Tyler (Editor); Hae In Park (Editor); Mariko Uno (Editor)When humans learn languages, are they also learning how to create shared meaning? In The Usage-based Study of Language Learning and Multilingualism, a cadre of international experts say yes and offer cutting-edge research in usage-based linguistics to explore how language acquisition, in particular multilingual language acquisition, works. Each chapter presents an original study that supports the view that language learning is initiated through local and meaningful communication with others. Over an accumulated history of such usage, people gradually create more abstract, interactive schematic representations, or a mental grammar. This process of acquiring language is the same for infants and adults and across varied contexts, such as the family, the classroom, the laboratory, a hospital, or a public encounter. Employing diverse methodologies to study this process, the contributors here work with target languages, including Cantonese, English, French, French Sign Language, German, Hebrew, Malay, Mandarin, Spanish, and Swedish, and offer a much-needed exploration of this growing area of linguistic research.
Call Number: ONLINE
Publication Date: 2016-07-10
Anti-Racism and K-12 Education (click on book cover for access to book)
In this updated edition, two distinguished early childhood educators tackle the crucial topic of what White children need and gain from anti-bias and multicultural education. The authors propose seven learning themes to help young White children resist messages of racism and build identity and skills for thriving in a country and world filled with diverse ways of being. This compelling text includes teaching strategies for early childhood settings, activities for families and staff, reflection questions, a record of 20th- and 21st-century White anti-racism activists, and organizational and website resources.
Raising Race Questions invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both a process for getting to questions that lead to growth and change, as well as a vision for where engagement with race questions might lead. Race questions are not meant to lead us into a quagmire of guilt, discomfort, or isolation. Sustained race inquiry is meant to lead to antiracist classrooms, positive racial identities, and a restoration of the wholeness of spirit and community that racism undermines.
Using a critical multicultural framework the contributors of this powerful book highlight the varying ways racism finds its way into schools. Educational scholars and students will find a wide array of compelling essays that are written to disrupt the inequitable school policies and practices that contribute to the negative school experiences of African American students. Key features of this book include: Reflective Steps for Educational Leaders and Discussion Questions designed to help educational leaders critically reflect on pertinent issues
How can we create truly multicultural classrooms? Patricia Ramsey draws on a wide range of research and practice from different communities around the world to further explore the complexities of raising and teaching young children in a world fraught with societal divisions and inequities. Using engaging examples and stories, this comprehensive volume offers concrete suggestions to encourage teachers to reflect on their own histories and experiences and to challenge and rethink their assumptions and attitudes toward children and teaching. This new edition describes research-based classroom practices to engage children in exploring the complexities of race, economic inequities, immigration, environmental issues and sustainability, gender and sexual orientation and identities, and abilities and disabilities.
Use the updated activities, examples, and research to improve your anti-bias and multicultural education programs. This clear and practical guide includes expanded information on English language learners, family engagement, culturally responsive teaching, and staff training.
Beyond Tolerance is a hopeful, optimistic book focused on creating positive and sustained social change through engagement with beautiful, sometimes complex, and consistently interesting multiethnic children's literature. It presents a fresh perspective on race and ethnicity. Additionally, it features an innovative approach to literacy teaching and learning through the use of multiethnic children's literature in our preschools and throughout the elementary school grades.
Which acts by educators are racist' and which are 'antiracist'? How can an educator constructively discuss complex issues of race with students and colleagues? In Everyday Antiracism leading educators deal with the most challenging questions about race in school, offering invaluable and effective advice.'
Inspired by Frederick Douglass's abolitionist call to action, "it is not light that is needed, but fire" Matthew Kay has spent his career learning how to lead students through the most difficult race conversations. Kay not only makes the case that classrooms are one of the best places to have those conversations, but he also offers a method for getting them right, providing candid guidance on: How to recognize the difference between meaningful and inconsequential race conversations. How to build conversational "safe spaces," not merely declare them. How to infuse race conversations with urgency and purpose. How to thrive in the face of unexpected challenges. With the right blend of reflection and humility, Kay asserts, teachers can make school one of the best venues for young people to discuss race.
Due to the increasingly diverse populations found in Pre-K-12 education, it is imperative that teacher educators prepare preservice teachers to meet the shifting needs of changing student populations. Through the integration of social justice education, teacher educators can challenge the mainstream curriculum with a lens of equity and collaborative equality. Highlighting a wide range of topics such as ethics, language-based learning, and feminism, this book is ideal for academicians, curriculum designers, social scientists, teacher educators, researchers, and students.
Making a case for the "fierce urgency of now," this new edition deepens the discussion of race and social justice in education with new and updated material. Aligned with our nation's ever more diverse student population, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching. A revised Introduction places the book in the context of the 50th anniversary of the 1963 march on Washington. An updated analysis of White social dominance, bringing in Critical Race Theory and reflecting on the racist reaction to the election of our first Black President. More detail to the White Identity Orientations model, bringing in the personal life experiences of several contemporary White racial-justice activists. A new section, "The Whiteness of School Reform," demonstrating how White social dominance drives much of the corporate school reform movement. A richer discussion of the seven principles for Culturally Responsive Teaching, drawing lessons from the author's transformative work with school districts throughout the country.
A collection of essays that address the relationship between racial violence, media, the criminal justice system, and education. This book is unique in that it brings together the perspectives of university professors, artists, poets, community activists, classroom teachers, and legal experts.
This book helps educators translate the concept of equity into the context of pedagogy in the K-12 classroom. Providing a practice-oriented framework for understanding what equity entails for both teachers and learners, this book clarifies the theoretical context for equity and shares rich teaching strategies across a range of content areas and age groups. Unpacking six themes to understand Culturally Responsive Education (CRE), this book helps teachers incorporate equity into behaviors, environments, and meaningful learning opportunities. Culturally Responsive Education in the Classroom provides specific, practice-based examples to help readers develop a culturally responsive pedagogical mindset for closing equity gaps in student achievement.