Start searching the Pepperdine Libraries' collections using the search box (our catalog) on the library home page https://library.pepperdine.edu.
The terms below are used in library catalogs to describe books related to TESOL and ELL topics.
When browsing the stacks in academic libraries, books on this subject can be found in PE1128.
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
The 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.
English Language Learners by
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.
Essentials for Successful English Language Teaching by
"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
Handbook of Linguistics by
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.
Practice of English Language Teaching by
The 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.
Praxis of English Language Teaching and Learning (PELT) by
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.
Usage-Based Study of Language Learning and Multilingualism by
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.
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