Teaching English as a Second or Foreign Language

📘 Teaching English as a Second or Foreign Language (4th Edition)

Editor: Marianne Celce-Murcia
Publisher: National Geographic Learning / Heinle Cengage
ISBN: 9781111351699
Edition: 4th (2014)

✅ Summary of the First 10 Pages (Introduction + Foundations)

🔹 1. Purpose and Scope of the Book

• Designed for teacher education programs and practicing ESL/EFL teachers.

• Focuses on both theory and classroom application.

• Covers all major areas: grammar, vocabulary, speaking, listening, reading, writing, pronunciation, assessment, and technology.

🔹 2. Understanding the Field of TESOL

• TESOL = Teaching English to Speakers of Other Languages.

• Two major contexts:

  • ESL (English as a Second Language): In English-speaking countries.

  • EFL (English as a Foreign Language): In non-English-speaking countries.

• Also includes ESP (English for Specific Purposes) and EAP (English for Academic Purposes).

🔹 3. Historical Background

• Grammar-Translation Method: Focused on reading/writing, grammar rules.

• Audiolingual Method: Based on behaviorism; used repetition and drills.

• Communicative Language Teaching (CLT): Emphasizes communication and real-life usage.

🔹 4. Current Trends in English Teaching

• Emphasis on communicative competence: grammatical, sociolinguistic, strategic, and discourse competence.

• Use of task-based learning, student-centered classrooms, and authentic materials.

• Integration of technology (blended learning, mobile-assisted language learning).

🔹 5. Qualities of Effective Language Teachers

• Knowledgeable in linguistics and language teaching theory.

• Skilled in classroom management and lesson planning.

• Culturally sensitive and empathetic toward learners.

• Willing to reflect and adapt to changing learner needs.

🔹 6. Language Learning and Acquisition

• Refers to foundational theories:

  • Krashen’s Input Hypothesis (comprehensible input = essential).

  • Vygotsky’s Sociocultural Theory (importance of interaction and scaffolding).

  • Interaction Hypothesis (Long) – language develops through conversational interaction.

🔹 7. Learner Variables

• Age, motivation, learning styles, and prior exposure affect success.

• Important to recognize learner diversity and plan accordingly.

🔹 8. Curriculum Design and Lesson Planning

• Starts with needs analysis, then goals, objectives, content, sequencing, and evaluation.

• Advocates backward design: begin with desired outcomes and plan lessons accordingly.

🔹 9. Role of Culture in Language Learning

• Language and culture are interconnected.

• Teachers should include intercultural competence as part of instruction.

• Avoid stereotypes and promote cultural awareness.

🔹 10. Reflective Teaching

• Ongoing reflection improves effectiveness.

• Journaling, peer observation, student feedback, and action research are encouraged.

📎 Additional Note:

Each chapter in the book is authored by a different expert in the field and includes:

• Theoretical background

• Practical applications

• Sample classroom activities

• Discussion questions

• Further reading