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ESL Readers and Writers in Higher Education describes the
challenges ESL students in U.S. postsecondary institutions face
when studying in a second language, and offers suggestions for how
teachers, advisors, tutors, and institutions might provide support
that meets the reading and writing needs of this very important
student population. Because the ESL profession as a whole,
including what professionals are doing in the classroom, sits under
the umbrella of an institutional response to a language-related
challenge, some solutions aimed at helping students achieve optimal
proficiency lie outside of the classroom. As such, this book is
based on the assertion that language development support is not the
sole responsibility of language teachers. Everyone on campuses that
hosts ESL students bears some responsibility for these students'
language development. Chapters are therefore, intentionally adapted
to appeal to a wide variety of readers from classroom teachers, and
teachers in training, to admissions officers, academic advisors,
and international student advisors.
ESL Readers and Writers in Higher Education describes the
challenges ESL students in U.S. postsecondary institutions face
when studying in a second language, and offers suggestions for how
teachers, advisors, tutors, and institutions might provide support
that meets the reading and writing needs of this very important
student population. Because the ESL profession as a whole,
including what professionals are doing in the classroom, sits under
the umbrella of an institutional response to a language-related
challenge, some solutions aimed at helping students achieve optimal
proficiency lie outside of the classroom. As such, this book is
based on the assertion that language development support is not the
sole responsibility of language teachers. Everyone on campuses that
hosts ESL students bears some responsibility for these students'
language development. Chapters are therefore, intentionally adapted
to appeal to a wide variety of readers from classroom teachers, and
teachers in training, to admissions officers, academic advisors,
and international student advisors.
Written by leading experts in the field of TESOL, this book
explores the literature on various topic areas and demonstrates how
teachers can increase their levels of professionalism by acquiring
some general and field-specific strategies. Being a teaching
professional is not simply about having the right teaching
qualifications and good academic standing, it involves a commitment
to being innovative and transformative in the classroom and helping
both students and colleagues achieve their goals. A dictionary
definition of professionalism reads as follows: professionalism is
the conduct, aims, or qualities that characterize or mark a
profession or a professional person; and it defines a profession as
a calling requiring specialized knowledge and often long and
intensive academic preparation (Merriam-Webster, 2013). However,
according to Bowman (2013), professionalism is less a matter of
what professionals actually do and more a matter of who they are as
human beings. Both of these views imply that professionalism
encompasses a number of different attributes, and, together, these
attributes identify and define a professional. The book is
primarily intended for teachers at all levels and in all contexts
who are interested in improving their professionalism and
developing strategies that can take them to higher levels in the
field of TESOL/ELT.
Written by leading experts in the field of TESOL, this book
explores the literature on various topic areas and demonstrates how
teachers can increase their levels of professionalism by acquiring
some general and field-specific strategies. Being a teaching
professional is not simply about having the right teaching
qualifications and good academic standing, it involves a commitment
to being innovative and transformative in the classroom and helping
both students and colleagues achieve their goals. A dictionary
definition of professionalism reads as follows: professionalism is
the conduct, aims, or qualities that characterize or mark a
profession or a professional person; and it defines a profession as
a calling requiring specialized knowledge and often long and
intensive academic preparation (Merriam-Webster, 2013). However,
according to Bowman (2013), professionalism is less a matter of
what professionals actually do and more a matter of who they are as
human beings. Both of these views imply that professionalism
encompasses a number of different attributes, and, together, these
attributes identify and define a professional. The book is
primarily intended for teachers at all levels and in all contexts
who are interested in improving their professionalism and
developing strategies that can take them to higher levels in the
field of TESOL/ELT.
Leadership skills are indispensable in language teaching and
learning, and the effectiveness of these skills directly affect the
quality of language education, the soundness of a program, and the
satisfaction level of both teachers and students in the language
classrooms and beyond.This collection provides the theoretical
underpinnings of leadership development; the leadership skills and
strategies on the topics of interpersonal communication, personal
organization skills, and program organization skills; and issues
relevant to ELT leadership in U.S. public schools.The contributors
to this volume include leaders who have contributed to the TESOL
profession in various capacities. Their collective expertise makes
this volume an excellent resource for teachers and program
directors. It offers strategies for developing leadership skills
for teachers.
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