Introduction to TESOL Becoming a Language Teaching Professional

A comprehensive introduction to TESOL for new and future teachers of English, offering a full and detailed view of the process of becoming a language teacher 

Introduction to TESOL: Becoming a Language Teaching Professional presents an expansive and well-balanced view of both the interdisciplinary knowledgebase and professional opportunities in the field of language teaching. Written to help aspiring TESOL educators understand how to begin their careers, this comprehensive textbook covers both the foundational linguistic elements of TESOL as well as the practical pedagogical aspects of the discipline. 

Written with the needs of the introductory student in mind, this book delves into the essentials of English as a Second Language (ESL) and English as a Foreign Language (EFL) teaching, covering professional organizations, language acquisition theories, instructional practices, professional development, and more. Readers are provided with clear descriptions of recent research and contemporary practices, numerous illustrations and examples highlighting key material, and engaging real-world vignettes from professionals teaching internationally. Offering a coherent overview and contextualized orientation of the field of TESOL, this guide: 

• Discusses the differences in TESOL approaches in international settings 
• Addresses the current state and potential future of TESOL with a view for new developments in teaching pedagogy and language research 
• Explores the history and development of the field, including the political, social, and cultural decisions made about language teaching and learning  
• Describes the specializations, niches, and subfields within the discipline of TESOL 
• Explains what, how and why TESOL educators need a working understanding of linguistics and second language acquisition theories 
• Outlines the scope of the profession and how to engage in professional organizations to grow in expertise 

Introduction to TESOL: Becoming a Language Teaching Professional is essential reading for students and educators planning to enter this dynamic and rewarding area of language teaching.  

Kate Mastruserio Reynolds is Professor of TESOL and Literacy at Central Washington University, USA. She has been in the field of TESOL since 1996 and has authored and edited numerous publications. Most recently, she was Associate Editor for the Vocabulary volume of The TESOL Encyclopedia of English Language Teaching. 

Kenan Dikilitaş is Professor of University Pedagogy at University of Stavanger, Norway. His research interest includes action research and bilingual education in monolingual contexts. He has published monographs, edited books, and journal articles on these topics. 

Steve Close teaches English Literature, Composition, and Communications at Big Bend Community College, USA. He has taught university students in Ukraine and Uzbekistan. His research interests include vernacular English as a tool in the teaching of writing and multicultural studies. 

Contents:

Part 1 – Defining the Field

1. 1.       What is TESOL?

This chapter will treat the field as a whole showing the various contexts and populations for instruction. It will highlight the domains that provide insights in how to teach, assess and research ELT. This chapter will provide basic acronyms needed by instructors in the field to situate their work and learn more about it.

1. 2.       How is TESOL an academic profession?

This chapter will focus on professional engagement in the field of TESOL/Applied Linguistics that will be highlighted against a backdrop of the history and development of the field. Information about the politics of language in various contexts will be included so that readers understand that many decisions made about language teaching and learning are political, social and cultural and why they are. Some discussion on advocacy for the profession will be included.

Part 2—How does TESOL interact with schools worldwide?

1. 3.       With whom and where do those prepared in TESOL work?

Chapter 3 will explore contexts and the variations of instruction and assessment that occurs in response to cultures, population and needs. Practical skills of planning and lesson delivery as well as classroom-based assessments will be interwoven throughout the chapter.

1. 4.       Why are ESL, or language learning, programs considered outside of the academic core? Why is TESOL treated as a remedial topic in some places?

This may not be a separate chapter, but the topic is essential, because many educators experience the marginalization and lack of financial support that results in the erroneous beliefs that the field is remedial or outside of the academic core. The authors will posit that additional language learning and learning academic content topics through another language require a great deal more cognitive ability, commitment, time and resources than learning exclusively in one lack. We hope that this information will provide readers with arguments they can use to advocate for their learners.

Part 3—Why to TESOL Educators Teach the Ways They Do?

1. 5.       What are the various areas of linguistics and how do they help TESOL educators? Why do TESOL educators need a working understanding of linguistics?

Includes: Descriptive Linguistics (Semantics, Syntax, Phonology, Morphology, Pragmatics, Discourse); Functional Linguistics; Neurolinguistics; Sociolinguistics

1. 6.       What are the various areas of second language acquisition theory and how they guide instruction? Why do TESOL educators need a working understanding of SLA?

Includes: Second language acquisition; Social factors; Interactional studies; Discourse studies; Cultural studies; Do TESOLers need to speak the languages of their students? etc.

Part 4—How does TESOL engage in professional development?

1. 7.       Sharing professional knowledge (where, how and why)

Includes: Professional organizations & membership; International level; National/Affiliate level/State level; Interest specific (e.g., CALICO, International Language Testing Association, etc.); etc.

Part 5 - Conclusions

1. 8.       What are the current situations in TESOL and new directions to be taken?

1. 9.       How the field needs to develop to address new and future needs?

1. 10.   Advocacy about professionalism and for the profession

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