Researching the impact of english on min

VOLUMES MENU QUARTERLY CONTENTS Founded 1966 ARTICLES Intergenerational Trajectories and Sociopolitical Context: Latina Immigrants in Adult ESL 165 Julia Menard-Warwick School Reform, Hybrid Discourses, and Second Language Literacies Meg Gebhard Othering in an English Language Program David Palfreyman 187 211 Host Teachers’ Evaluations of Nonnative-English-Speaking Teacher Trainees— A Perspective from the Classroom 235 Ekaterina Nemtchinova Portfolios, Power, and Ethics Brian Lynch and Peter Shaw 263 FORUM Researching the Impact of English on Minority and Indigenous Languages in Non-Western Contexts 299 Gulbahar H Beckett and Seonaigh MacPherson The Author Responds David Nunan 307 BRIEF REPORTS AND SUMMARIES Vietnamese Acquisition of English Word Stress Thu T A Nguyen and John Ingram 309 RESEARCH ISSUES Computers and Qualitative Data Analysis: Paper, Pens, and Highlighters vs Screen, Mouse, and Keyboard Jérémie Séror cliv 321 TESOL QUARTERLY Volume 39, Number ᮀ June 2005 REVIEW ARTICLES English and the African Diaspora 329 English in Africa After the Cold War Alamin M Mazrui Black Linguistics: Language, Society, and Politics in Africa and the Americas Sinfree Makoni, Geneva Smitherman, Arnetha F Ball, Arthur K Spears (Eds.) Reviewed by Shelley Jones Computer Learner Corpora and Their Pedagogical Application Second Language Writers’ Text Eli Hinkel Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar Eli Hinkel Reviewed by Ishbel Galloway 333 REVIEWS An Island of English: Teaching ESL in Chinatown 341 Danling Fu Reviewed by Jane Hansen English Language Learning and Technology 342 Carol A Chapelle Reviewed by Minoru Kataoka Language Assessment: Principles and Classroom Practices 344 H Douglas Brown Reviewed by Shelley B Fairbairn Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar 346 David E Freeman and Yvonne S Freeman Reviewed by Kathleen M Broussard Global Issues 348 Ricardo Sampedro and Susan Hillyard Reviewed by Bojana Petric; Extensive Reading Activities for Teaching Language 351 Julian Bamford and Richard R Day (Eds.) Reviewed by Fredricka L Stoller Information for Contributors REVIEWS 355 clv QUARTERLY Founded 1966 Volume 39, Number ᮀ June 2005 A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect Editor A SURESH CANAGARAJAH, Baruch College, City University of New York Brief Reports and Summaries Editors CATHERINE ELDER, Monash University PAULA GOLOMBEK, Pennsylvania State University Research Issues Editor PATRICIA A DUFF, University of British Columbia Reviews Editor ADRIAN HOLLIDAY, Canterbury Christ Church University College Assistant Editor CRAIG A TRIPLETT, TESOL Central Office Assistant to the Editor SARAH M NAKAMARU, New York University Editorial Advisory Board Sarah Benesch, College of Staten Island, City University of New York Grace Bunyi, Kenyatta University Maria Angeles Clemente, Universidad Autonóma “Benito Juárez” de Oaxaca Alister Cumming, University of Toronto Pauline Gibbons, University of Technology, Sydney Greta Gorsuch, Texas Tech University Constant Leung, Kings College London Jo A Lewkowicz, University of Hong Kong Patsy Lightbown, Harwich, MA Angel Lin, City University of Hong Kong Dilin Liu, Oklahoma City University David Luna, Baruch College, City University of New York Paul Kei Matsuda, University of New Hampshire Shondel J Nero, St John’s University Lucy Pickering, Georgetown University Charlene Polio, Michigan State University Peter Robinson, Aoyama Gakuin University Norbert Schmitt, University of Nottingham Ali Shehadeh, King Saud University Mack Shelley, Iowa State University Bryan Smith, Arizona State University East Elaine Tarone, University of Minnesota Additional Readers Gulbahar Beckett; George Braine; Donna Brinton; Judy Chen; John Choonoo; Madalena Cruz-Ferreira; Kathryn Davis; Julian Edge; Rod Ellis; Dana Ferris; John Flowerdew; Keith Folse; Donald Freeman; Meg Gebhard; William Grabe; Margaret Hawkins; Guangwei Hu; Karen Johnson; Lía Kamhi-Stein; Yasuko Kanno; Keiko Koda; Ryuko Kubota; Eva Lam; Siok Lee; Michael Long; Brian Lynch; Aya Matsuda; Dennis Muchisky; Cynthia Nelson; Ekaterina Nemtchinova; David Palfreyman; Vaidehi Ramanathan; John Read; Keiko Samimy; Barbara Schmenk; Hyunjung Shin; Don Snow; Kelleen Toohey; Stephanie Vandrick; Yaoying Xu Credits Advertising arranged by Sherry Harding, TESOL Central Office, Alexandria, Virginia U.S.A Typesetting by Capitol Communication Systems, Inc., Crofton, Maryland U.S.A Printing and binding by Pantagraph Printing, Bloomington, Illinois U.S.A Copies of articles that appear in the TESOL Quarterly are available through ISI Document Solution, 3501 Market Street, Philadelphia, Pennsylvania 19104 U.S.A Copyright © 2005 REVIEWS Teachers of English to Speakers of Other Languages, Inc US ISSN 0039-8322 (print), ISSN 1545-7249 (online) cliii is an international professional organization for those concerned with the teaching of English as a second or foreign language and of standard English as a second dialect TESOL’s mission is to ensure excellence in English language teaching to speakers of other languages TESOL encourages professionalism in language education; individual language rights; accessible, high quality education; collaboration in a global community; and interaction of research and reflective practice for educational improvement Information about membership and other TESOL services is available from TESOL Central Office at the address below TESOL Quarterly is published in March, June, September, and December Contributions should be sent to the Editor or the appropriate Section Editors at the addresses listed in the Information for Contributors section Publishers’ representative is Paul Gibbs, Director of Publications All material in TESOL Quarterly is copyrighted Copying without the permission of TESOL, beyond the exemptions specified by law, is an infringement involving liability for damages Reader Response You can respond to the ideas expressed in TESOL Quarterly by writing directly to editors and staff at tq@tesol.org This will be a read-only service, but your opinions and ideas will be read regularly You may comment on the topics raised in The Forum on an interactive bulletin board at http://communities.tesol.org/ϳtq TESOL Home Page You can find out more about TESOL services and publications by accessing the TESOL home page on the World Wide Web at http://www.tesol.org/ Advertising in all TESOL publications is arranged by Sherry Harding, TESOL Central Office, 700 South Washington Street, Suite 200, Alexandria, Virginia 22314 USA, Tel 703-836-0774 Fax 703-836-7864 E-mail tesol@tesol.org OFFICERS AND BOARD OF DIRECTORS 2005–2006 President ELLIOT L JUDD University of Illinois at Chicago Chicago, IL USA President-Elect JUN LIU University of Arizona Tucson, AZ USA Past President MICHELE J SABINO University of Houston– Downtown Houston, TX USA Treasurer MARTHA EDMONDSON Washington, DC USA Mary Ann Boyd Illinois State University (Emerita) Towanda, IL USA Brock Brady American University Washington, DC USA Christine Coombe Dubai Men’s College Dubai, United Arab Emirates Lynne Díaz-Rico California State University San Bernardino, CA USA William Eggington Brigham Young University Provo, UT USA Liz England American University in Cairo Cairo, Egypt Mabel Gallo Instituto Cultural Argentino Norteamericano Buenos Aires, Argentina Lía D Kamhi-Stein California State University Los Angeles, CA USA clvi Penny McKay Queensland University of Technology Brisbane, Queensland Australia JoAnn Miller EFL Consultant Mexico City, Mexico Suchada Nimmannit Chulalangkorn University Language Institute Bangkok, Thailand Amy Schlessman Evaluation, Instruction, Design Tucson, AZ USA Northern Arizona University Flagstaff, AZ USA Stephen Stoynoff Minnesota State University Mankato, MN USA Executive Director/Secretary CHARLES S AMOROSINO, JR Alexandria, VA USA TESOL QUARTERLY QUARTERLY Founded 1966 In This Issue ■ The profession has come a long way toward understanding that language learning is not determined solely by conditions within the classroom Articles in TQ during the late 80s and early 90s encouraged TESOL professionals to consider how wider social conditions—policy discourses, material resources, and sociopolitical factors—shape language learning The challenge now is to understand how the macro and the micro, the global and the local, and the structural and the personal interact, coalesce, and even transform each other The authors in this issue take up that challenge In the lead article, Julia Menard-Warwick addresses the dichotomy she perceives in ESL family literacy policies Such policies presume that the social background of minority communities is deficient, yet they promote instructional approaches that are narrowly formalistic To reconcile these concerns, Menard-Warwick first complexifies social context Rather than orienting to context in a purely spatial and static manner, she introduces the temporal notion of trajectories Through this construct, teachers may orient themselves to the students’ changing life opportunities and responses She further personalizes context by focusing on the intergenerational influences on her subjects Showing how Hispanic families value literacy and provide productive cognitive schemas to successive generations, she corrects the stereotype that minority women are educationally handicapped She also modifies the notion that language acquisition happens “in the head” (p 181) by showing that factors outside the head not only provide cognitive scripts crucial for success but may sometimes constrain acquisition Narrating the agency of two Latinas who make inspiring efforts to succeed in literacy, she shows that why one succeeds and the other does not is attributable to the changing economic and political conditions around them Menard-Warwick points out that teachers cannot account for their students’ varying pedagogical outcomes unless they are attuned to changes outside the classroom Teachers have to address such extrapedagogical concerns in classroom instruction, and even intervene personally at times, to help students understand and negotiate these challenges for educational success Meg Gebhard also demonstrates how well-intentioned educational policies cannot attain their objectives without creative teachers and enabling IN THIS ISSUE Vol 39, No 2, June 2005 TESOL QUARTERLY 157 classroom conditions Senate Bill 1274, California’s statewide school reform initiative, itself a meshing of discourses from diverse social forces, succeeds because imaginative teachers devise a collaborative, project-based, multi-age classroom that enables third-grade Hmong students to adopt hybrid identities and acquire useful literacies Ironically, Gebhard’s close analysis of interactions and texts also critiques policies for failing to provide the necessary resources for their implementation She finds that the adult roles imposed on some students, who are called upon to perform teaching functions, forms a new kind of inequality that stifles their own further development It is even more disappointing that the delicate balance of social and instructional conditions that leads to this successful pedagogical synergy was damaged when anti-immigration, monolingual, and standardsdriven discourses became dominant at the end of the 90s Certainly, macrolevel conditions are not to be trifled with In the third article, David Palfreyman explores how culture (in its macro and micro dimensions) is implicated in the pedagogical relationships of expatriate professionals and local teachers and students in Turkey To conduct the study with sufficient sensitivity to the classroom-external and -internal factors, he has to redefine culture Although popular usage treats culture in broad and monolithic ways, teachers define it in fragmentary and localized terms (as in some orientations to classroom culture) Palfreyman adopts the postmodern notion of discourse to negotiate the macro and micro, and bring out the ironies in the assumptions expatriates and locals make about each other These Othering discourses not remain at the personal level Palfreyman shows that they have significant effects on pedagogical decisions and practices He calls for better interpersonal negotiation and reflexive inquiry to help TESOL professionals learn from the other parties in the educational setting, develop a critical self- and Other-awareness, and construct more complex pedagogies The advantage of such interpersonal negotiations is seen in challenging one of the most pervasive Othering discourses in the profession—that is, the denigration of nonnative teachers Ekaterina Nemtchinova demonstrates the power of the local context to revise unfair stereotypes and reconfigure unequal relationships between native-English-speaking host teachers and multilingual teacher trainees With the benefit of close classroom interaction over a period of time, host teachers overwhelmingly perceive teacher trainees in positive ways Although the macro-level ideological factors that sustain this Othering discourse and the personal narratives of multilingual teachers affected by it are well published, the field needs more studies that take this discussion to the local classroom contexts where monolingual and multilingual professionals and English language learners negotiate identity differences Even assessment—an area traditionally dominated by psychometric approaches—is more meaningful when it can be negotiated by different stakeholders Brian Lynch and Peter Shaw invoke Foucauldian discourse to present a framework that integrates a consideration of the role of power relations in determining the ethics and validity of assessment inferences Assessment is often among the most hurtful ways that society, educational 158 TESOL QUARTERLY institutions, and instructors exercise power on subjects Lynch and Shaw show that faculty and students can negotiate power relations collectively, among themselves and between each other, to develop a richer professional and personal awareness in a master’s program in TESOL and TEFL The program’s portfolio seminar allows students to raise issues, possibilities, and questions, exemplifying the potential for assessment to accommodate multiple participant perspectives and reciprocal power relations The empowerment of participants to carry out the changes made possible by the assessment procedure is seen in the way the various parties change the way they relate to each other and to themselves both during and after the assessment process Lynch and Shaw, Nemtchinova, and Palfreyman employ traditional interview and survey methods imaginatively to explore the complex interactions of the micro and the macro However, Menard-Warwick and Gebhard argue for newer methodologies They especially make a case for everyday experience as knowledge (in the form of narratives, dialogic inquiry, and reflective practice) The narratives of teachers and students can generate fresh insights into literacy and language acquisition Even typically macrosocial modes of inquiry such as language planning must now accommodate an orientation to the local and personal to produce valid findings In the Forum section, Gulbahar Beckett and Seonaigh MacPherson provide additional data of this nature to complement David Nunan’s research on the effects of English in the Asia-Pacific region The authors argue that researchers must go beyond surveying expatriate consultants and top-tier administrators if they want to understand the reception of English by diverse local communities It is fair to say that accommodating a perspective on the local and personal has now become imperative even for traditionally impersonal quantitative and controlled research approaches Editor’s Note ■ We have received mixed responses from readers on the new TQ cover, which debuted with the March issue Because the cover features only one hemisphere, readers have asked if it signals a reduced international scope for the journal The design for covers for all TESOL publications is the purview of the publications department at the TESOL central office The department has assured me that the new TQ design was chosen purely for aesthetic reasons In fact, this is a version of the one used for the journal until 1982 However, we will reconsider the cover at the end of this volume, after we receive more feedback from readers As for the quarterly’s international scope, readers should note the other editorial initiatives that enhance this mission: We have changed the enumeration of the issues from seasons as they occur in the Northern hemisphere (Spring in March, Summer in June, etc.) to months (March, June, IN THIS ISSUE 159 September, December); the new editorial advisory board formed during this year’s convention includes more diverse nationalities (as you will see in this issue’s masthead); and the new board has approved a mentoring system for submissions from nontraditional contexts The editor will refer promising submissions from the first round of review to members of the editorial board who have volunteered their time for mentoring, which in no way constitutes a promise, implied or otherwise, of future publication At the end of the mentoring process, the article will go through a fresh round of blind review To provide a forum for practitioner concerns and to encourage critical discussion on the articles published in the quarterly, we have also reinvigorated the web forum You can visit this site at http://communities.tesol.org /ϳtq Watch TESOL’s Web site (http://www.tesol.org/) for additional publication guidelines and policy information and a list of books received from publishers for review Adrian Holliday, TQ’s book reviews editor, especially welcomes review articles on thematically related books TQ says good bye to Cathie Elder, who has decided to step down from her position as co-editor of the Brief Reports and Summaries section On behalf of the association and the editorial advisory board, I thank her for her contributions to the journal In her place, I welcome John Flowerdew, no stranger to the editorial board, and I welcome Sarah Nakamaru as assistant to the editor at the quarterly’s New York City office Suresh Canagarajah TESOL Quarterly In Press, September 2005 TESOL Quarterly Special Topic Issue Reconceptualizing Pronunciation in TESOL: Intelligibility, Identity, and World Englishes INTRODUCTION John M Levis, Old Questions, Changing Contexts, Shifting Paradigms Tracey M Derwing & Murray J Munro, Second Language Accent and Pronunciation Teaching: A Research-Based Approach INTELLIGIBILITY John Field, Intelligibility and the Listener: The Role of Lexical Stress David Deterding, Listening to Estuary English in Singapore WORLD ENGLISHES Timothy J Riney, Naoyuki Takagi, & Kumiko Inutsuka, Phonetic Parameters and Perceptual Judgments of Accent in English by American and Japanese Listeners Nicos Sifakis & Areti-Maria Sougari, Pronunciation Issues and EIL Pedagogy in the Periphery: A Survey of Greek State School Teachers’ Beliefs IDENTITY Elizabeth Gatbonton & Michael Magid, Learners’ Ethnic Group Affiliation and L2 Pronunciation Accuracy: A Sociolinguistic Investigation Paula Golombek & Stefanie Rhen Jordan, Becoming “Black Lambs” not “Parrots”: A Poststructuralist Concept of Intelligibility and Identity THE LINGUA FRANCA CORE Jennifer Jenkins, Implementing an International Approach to English Pronunciation: The Role of Teacher Attitudes and Identity Rebecca M Dauer, The Lingua Franca Core: A New Model for Pronunciation Instruction? Robin Walker, Using Student-Produced Recordings With Monolingual Groups to Provide Effective, Individualized Pronunciation Practice IN THIS ISSUE 161 Intergenerational Trajectories and Sociopolitical Context: Latina Immigrants in Adult ESL JULIA MENARD-WARWICK University of California Davis, California, United States In this ethnographic study, I contrast the educational experiences of two Central American immigrant women in an English as a second language (ESL) family literacy program in the San Francisco Bay area in 2002 Based on life-history interviews and classroom observations, I argue that these learners’ second language and literacy development can only be understood within the larger sociopolitical context over time To this end, I draw on participants’ life-history narratives to situate their experiences of studying English within the larger social history of immigration in California and within the intergenerational trajectories of education in their families Specifically, these narratives illustrate participants’ perspectives on how their language learning opportunities have been mediated by such factors as their parents’ messages about education, their previous experiences of schooling, U.S immigration policies, the 2001 economic downturn, and the availability of bilingual education for their children I conclude by arguing that to meet the diverse needs and goals of learners in their classrooms, ESL educators need to incorporate into the curriculum the specific sociocontextual issues that these learners confront in their daily lives O ne August morning in 2002 at an ESL family literacy class in California, 24-year-old Brenda Ríos1 came in with her daughter Nathaly and told her teacher that she was feeling nervous It turned out that Brenda had decided to start driving without a license because as an undocumented immigrant she was ineligible to apply for one When her teacher commented that if she were Brenda’s mother, she would tell her not to, Brenda replied that she had already talked on the phone with her mother in Nicaragua, who had advised her to go ahead ESL family literacy classes, focused on the educational needs of Names of persons and places are pseudonyms TESOL QUARTERLY Vol 39, No 2, June 2005 165 standards-based and standardized assessment, and critical language testing Chapters 6–9 provide detailed and well-organized discussions of the assessment of listening, speaking, reading, and writing and a variety of tasks types and examples Brown begins chapter by explaining why he intentionally incorporated grammar and vocabulary testing into the chapters on skills assessment He goes on to outline the various types and micro/macro skills of listening and details how to test them, providing many useful examples Chapters 7–9 follow this same format, addressing speaking, reading, and writing, respectively In chapter 7, Brown discusses the PhonePass, Test of Spoken English, and Oral Proficiency Interview while he exemplifies ways to assess speaking This chapter also includes several example rating scales Chapter addresses the challenges associated with assessing literacy and proposes many reading assessment formats Chapter discusses the Test of Written English and includes its rating scale before addressing holistic, primary trait, and analytic scoring and how to respond to extensive writing, all in a very straightforward and accessible manner In chapter 10, Brown discusses alternate assessment, including the use of portfolios, journals, conferences and interviews, observations, and self- and peer-assessments, again with a wealth of practical examples Finally, in chapter 11, Brown outlines various ways to grade and evaluate students, giving readers very useful guidelines for systematizing their own grading and evaluation procedures This chapter makes Language Assessment stand apart from other assessment texts written for classroom language teachers The volume contains very few points requiring critique, but Brown’s unconventional definitions of interrater and intrarater reliability in chapter and his omission of Jayanti Banerjee as an author of the Language Teaching articles (p 41) merit mention In addition, a volume of this nature, with its discussion of standardized testing, would be an excellent place to introduce teachers to the Standards for Educational and Psychological Measurement developed by the American Educational Research Association, American Psychological Association, and the National Council on Measurement in Education (1999); discussion of the responsibilities of test users would be quite relevant to Brown’s readers, as would references to the discussion of validity and other topics in these standards As a whole, Language Assessment: Principles and Classroom Practices is a comprehensive and user-friendly treatment of the intricacies of language assessment The presentation of philosophical and practical issues, the many superb examples, and the up-to-date references make this volume an excellent resource for pre- and in-service teachers and those who teach them REVIEWS 345 REFERENCES American Educational Research Association, American Psychological Association, National Council on Measurement in Education (1999) Standards for educational and psychological measurement Washington, DC: American Educational Research Association Brown, H D (2000) Principles of language learning and teaching (4th ed.) White Plains, NY: Addison Wesley Longman Brown, H D (2001) Teaching by principles: An interactive approach to language pedagogy (2nd ed.) White Plains, NY: Addison Wesley Longman SHELLEY B FAIRBAIRN The University of Iowa Iowa City, Iowa, United States Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar David E Freeman and Yvonne S Freeman Portsmouth, NH: Heinemann, 2004 Pp xvi + 263 ■ This book is a user-friendly guide to linguistic theory with practical teaching applications Teachers can use this foundation to help their first (L1) or second language (L2) students learn to read and write in English As the students develop this literacy, they become involved in linguistic inquiry to investigate how language works The authors contend that understanding basic linguistics helps teachers make reasoned pedagogical decisions regarding the development of their students’ language proficiency Chapter traces the history of the study of first language acquisition (FLA) from behaviorism to cognitive science and then looks at the contributions of developmental psychology, sociology, anthropology, education, and linguistics (especially Chomsky’s language theory of generative grammar) to current views on the development of FLA Chapter investigates second language acquisition (SLA), including written language acquisition, and concludes that second and written languages can be acquired, that is, they not have to be learned Chapter describes English phonology, and chapter proposes phonological applications for teaching reading and teaching L2, including allophonic variation, dialect differences, and language differences Chapter first deals with the history of writing development from Sumerian cuneiform to Egyptian hieroglyphics to alphabetic writing systems, including Greek, Latin, and Cyrillic, and then follows the development of the English spelling system from Old English to Middle English to Modern English Chapter relates phonology and spelling through phonics rules learned from direct instruction and graphophonics 346 TESOL QUARTERLY knowledge acquired by reading Chapter looks at English morphology, and chapter suggests morphological applications for teaching reading and teaching L2, including vocabulary instruction and development With its foundations in Chomsky’s generative grammar, chapter discusses English syntax and its applications to teaching reading, grammar, and L2 An afterword, although a bit sketchy, connects the various linguistic subfields, and a comprehensive list of references provides resources for further study The authors begin each chapter with a brief series of questions that focus the reader on its content and then investigate these questions throughout the rest of the chapter The authors summarize key information (e.g., words that and not double the final consonant) in charts, especially for clarity of presentation as well as when contrasting perspectives exist (e.g., the traditional view of learning versus the current acquisition view) Although the charts that present contrasting perspectives are clear and easy to interpret, the more detailed textual explanation of the information contained in the charts can be confusing For example, the chart comparing and contrasting the word recognition and the sociopsycholinguistic views of reading describes the goal, the method, and a classroom activity for each conceptualization of reading The textual explanation, on the other hand, switches back and forth between the parts of each conceptualization—from the goals to the methods to the classroom practices—making it difficult for the reader to grasp the whole of each philosophy Some chapters present sections on classroom practices, which are used to show how different theoretical orientations lead to different instructional practices (e.g., the word recognition view, in which reading is a learned skill, versus the sociopsycholinguistic view of meaning construction, in which reading is an acquired skill) Explaining examples of specific classroom activities in more detail rather than mentioning of general activity types might have been useful, especially for preservice and new teachers The authors encourage teachers to use contextualized, authentic activities, and they include practical hints and useful Internet resources (e.g., dictionaries and other word-study Web sites) throughout the text The authors integrate particularly useful book citations into the text and list them in the reference section as well The applications sections promote collaborative learning (students are encouraged to work together to complete the activities) and provide opportunities for fieldwork (students collect data from naturally occurring speech) These sections dealing with practical classroom issues allow teachers to apply the theory presented in the chapter immediately to real-world educational situations The theory presented has a descriptive approach to language and REVIEWS 347 relies heavily on Krashen’s theory of SLA, including the learning/ acquisition, natural order, monitor, input, affective filter, and critical period hypotheses, as well as Schumann’s more sociologically based theory of SLA The ideal SLA situation occurs when learners acquire an L2 as they acquired their L1 In the classroom, language is acquired not simply as an end in itself but as a means to the end of acquiring academic content This book advocates for a sociopsycholinguistic view of reading in which meaning is constructed and readers make sense of texts This book successfully demystifies and simplifies basic linguistic theory so that nonlinguist teachers and teacher education students can apply these principles to the classroom It is more engaging, more interactive, and less intimidating than traditional introductory linguistics texts Its applied presentation style appeals to pre- and in-service teachers who are looking beyond theory to resolve practical classroom issues With an abundance of practical suggestions for classroom activities, this book connects theory to practice for L1 and L2 pre- and in-service teachers of English; this book would be a useful addition to their reference collections KATHLEEN M BROUSSARD Spring, Texas, United States Global Issues Ricardo Sampedro and Susan Hillyard Oxford, England: Oxford University Press, 2004 Pp x + 148 ■ Global Issues, the latest in the Resource Books for Teachers series, offers teachers and teacher trainers a wealth of practical ideas for classroom activities linked by a common thematic thread Sampedro and Hillyard define global issues as those “that affect (or have the potential to affect) large numbers of people, animals or the environment worldwide” (p 75) This umbrella term covers a variety of themes, including environmental issues, racism, AIDS, child labour, poverty, Nobel prize winners, and world music The underlying philosophy of the book combines principles of peace education, a human rights perspective, and green thinking This orientation, combined with an emphasis on student research and development of critical thinking and a questioning attitude, promotes the idea of active global citizenship among teenage learners of English To those wondering why the English language classroom should be concerned with global issues, the authors and the series editor offer convincing reasons One of the arguments relates to the status of English: It is not only used globally but is also closely associated with global phenomena, positive as well as negative, which makes it a suitable 348 TESOL QUARTERLY tool to discuss them Another argument relates to the issue of the content of foreign language instruction, a perennial concern of curriculum designers, textbook writers, and teachers In the long history of foreign language teaching, various types of content have been emphasised: from Culture (e.g., works of writers belonging to the canon of the target literature), through culture (e.g., ways of life of the people speaking the target language), to culturally neutral or international cultural content relating to students’ personal experiences, often bordering on light entertainment and triviality Focusing on global issues marks a shift (or a return) to the idea that foreign language learning should promote communication among people and a broader understanding of the world, as opposed to acquisition of a narrow, instrumentally defined set of communication skills This emphasis on humanistic values makes the book especially suitable for teaching teenage students The book contains 59 activities divided into four chapters The first chapter aims to raise students’ awareness of major global issues and their pervasiveness in people’s lives Using references to films, newspapers, music, and other things close to the students’ world, the activities try to engage students in noticing and reflecting from a global perspective The second chapter relates students’ personal experience to global issues Some activities require students to critically examine their own behaviour, such as shopping or playing violent games Others encourage an inquisitive attitude towards things students encounter in their everyday lives and usually take for granted, for example, by asking them to explore the origin of products and thus helping students understand the global chain involved in bringing these products into their lives Still other activities take the students outside the classroom and involve them in focused real-life investigation of public places such as shopping malls or supermarkets Activities in the third chapter provide students with background information and give them grounds for informed discussion on a wide range of environmental and human rights issues such as genetically modified organisms, the death penalty, homelessness, endangered languages, and wearing the veil as a Muslim woman The final chapter offers ideas for using various media to address global issues in a less academic manner Using two songs as examples, the authors provide a number of suggestions for working with lyrics and music depending on the desired focus: language, discussion of issues, general comprehension, link with current affairs, or students’ emotional response Other activities in this chapter approach global issues by way of role-play, improvisation, video recording of news, debate, presentations, and choral speaking The theme of this book raises an interesting question: To what extent can a resource book on global issues be applicable in classrooms all over the world? In some parts of the world teenagers are, sadly, so acutely REVIEWS 349 aware of wars, refugees, and human rights violations that some of the suggested activities may seem naive or even cynical The authors are aware that issues will not be equally relevant around the globe and successfully solve this problem in two ways: by offering readers a wide spectrum of topics and a repertoire of tasks that they can easily adapt to other topics This variety of activities, ranging from games to small-scale research projects, both in and out of the classroom, makes the book a valuable methodological resource and a stimulus to teachers to refresh their teaching The book does not deal as well with the availability of resources, however To promote student research and creativity, some of the activities require a classroom equipped with encyclopedias, newspapers, resource books, a stereo, and computers with Internet access In less affluent classrooms, such activities are difficult to organize Although teachers can prepare thematic files and provide copies of selected materials for students, these tasks increase preparation time and may require additional costs that not all schools and teachers can afford It would have been helpful if the book contained more extensive materials on some of the topics in the reference section As expected in a thematic resource book, the language itself is in the background In fact, most of the activities could easily be done in the students’ mother tongue as part of a civic education course The emphasis is primarily on skills development, involving not only the four traditional language skills but also other skills that rely on language use, such as debating and researching Most activities encourage meaningful communication and free language use in terms of grammatical structures, but many require additional preparation in vocabulary In some activities the vocabulary items suggested in the “word store” may not be necessary in some contexts (e.g., if the students’ mother tongue uses loan words from English, which is often the case with words denoting global phenomena), or they may be insufficient (e.g., if the students’ unfamiliarity with the concepts requires more substantial preparation) Further, some activities rely on found materials that are not necessarily in English (e.g., product labels, song lyrics), which require students to have additional translation skills and may obscure the language focus An experienced teacher can easily provide students with the necessary linguistic shortcuts, but a novice teacher may encounter difficulties in trying to keep the focus on English The main quality of Global Issues lies in bringing issues of global relevance to the English language teaching classroom and using English to develop students’ awareness of the outside world By successfully combing humanistic ideas and methodological variety in teaching English, Global Issues provides teachers and teacher trainers with valuable 350 TESOL QUARTERLY and engaging content in the form of interesting, ready-made instructional activities BOJANA PETRIC: Belgrade Open School Belgrade, Serbia & Montenegro Extensive Reading Activities for Teaching Language Julian Bamford and Richard R Day (Eds.) Cambridge, England: Cambridge University Press, 2004 Pp xii + 220 ■ Few, if any, language professionals dispute the value of extensive reading for improving students’ reading abilities, motivation to read, self-concept as readers, vocabulary, and other skills (e.g., Anderson, 1999; Day & Bamford, 1998; Grabe & Stoller, 2001; Ono, Day, & Harsch, 2004) Extensive reading, a simple concept, is an approach to language instruction in which students read a great deal of easy material for enjoyment, with the aim of achieving general understanding According to Day and Bamford (1998), the beauty of extensive reading is that it leads to “reading gain without reading pain” (p 121) Although the concept is straightforward, some students reject the practice because it differs substantially from conventional instruction Some teachers experience difficulties incorporating extensive reading into their classrooms because of inflexible curricula and limited resources Other teachers, who have successfully brought extensive reading into their classes, not know how to exploit its language learning potential Bamford and Day’s volume provides solutions to these challenges with more than 100 extensive reading activities contributed by 42 experienced teachers and researchers (including the editors themselves) working in Australia, Canada, France, Hong Kong, Israel, Japan, Korea, New Zealand, Singapore, the United States, and Vietnam These tried and true activities suggest the wide-range applicability of extensive reading and the many ways it can be practiced in many types of language classrooms around the world Bamford and Day’s five-part volume opens with 10 principles that govern sound extensive reading programs and provide a theoretical framework for the activities that follow Part (Organizing Extensive Reading) showcases 46 activities that can be used to prepare students for extensive reading These activities encourage students to examine their attitudes toward reading, introduce students to reading materials, and assist teachers in supporting, monitoring, and evaluating students’ REVIEWS 351 reading Parts 2–5 introduce activities that link extensive reading specifically to other skills Part (Oral Fluency) includes 26 activities that connect students’ extensive reading experiences with oral fluency tasks (e.g., oral reading reports, role plays) Part (Writing) presents 19 activities that link extensive reading with writing To keep the students focused on reading, these writing tasks (e.g., one-sentence summaries, imaginative writing) are limited to 10–15 minutes In Part (Reading), eight activities (e.g., genre analyses, think alouds, repeated readings) tie extensive reading to literary awareness, improved reading abilities, and increased reading rate Part (Vocabulary) showcases seven activities (e.g., keeping vocabulary journals, collecting collocations) that help students consolidate vocabulary from extensive reading materials The volume concludes with a useful discussion of frequently asked questions This compendium of activities illustrates the extraordinary potential of extensive reading for teachers, materials writers, and teacher trainers For all these audiences, activities are easy to navigate Each contribution is presented in a parallel fashion, with recommended student level, activity goals, teacher preparation hints, step-by-step procedures, teaching tips, activity extensions, and brief commentaries by contributors (and, in some cases, other teachers who have used the activity successfully) Photocopiable materials are included throughout the volume, facilitating the use of proposed activities The activities themselves are varied in terms of target student audience, recommended materials, suggested student configurations (individual or group), level of playfulness and seriousness, and form of implementation (in class or as homework) Most activities emphasize the importance of teacher modeling—of the process, the activity, and reading itself A few require additional resources, such as the Internet, tape-recorded readings, or movie versions of the books, but most activities can be easily implemented on their own, as long as students have the reading materials While reading about the activities, most practitioners will understand how to adapt them to strengthen students’ reading experiences In many cases, teachers will realize that their teaching repertoires already comprise activities that they can use to help students develop reading abilities and increase students’ enjoyment of reading while improving other language skills Nonetheless, a few activities seem to have only a tangential connection to extensive reading A few others (e.g., the “extensive reading in reverse activities”) recall traditional writing-class tasks in which students draft an essay, peer edit, and then revise their own written work, with somewhat artificial (or perhaps awkward) connections to extensive reading Although few in number, some activities actually require very little reading, 352 TESOL QUARTERLY countering the book’s fourth principle stating that an extensive reading program requires a great deal of reading Some readers may be turned off by the recipe-style format of the activities Of course, experienced teachers will understand immediately that they will need to adapt the activities for their own classes; newcomers to language teaching, however, may not so readily recognize how to adapt them appropriately Yet, unlike many of the recipe-style books now marketed in the field, the contributions to this volume are more uniform in quality and relevance Despite these minor shortcomings, and they are indeed minor, the book offers teachers a wealth of ideas that they can easily implement, enabling them to strengthen their commitments to students’ reading abilities and self-concepts as readers Royalties from book sales will be donated to the nonprofit Extensive Reading Foundation REFERENCES Anderson, N (1999) Exploring second language reading: Issues and strategies Boston: Heinle & Heinle Day, R R., & Bamford, J (1998) Extensive reading in the second language classroom Cambridge, England: Cambridge University Press Grabe, W., & Stoller, F L (2002) Teaching and researching reading London: Longman Ono, L., Day, R., & Harsch, K (2004) Tips for reading extensively English Teaching Forum, 42(4), 12–18 FREDRICKA L STOLLER Northern Arizona University Flagstaff, Arizona, United States REVIEWS 353 INFORMATION FOR CONTRIBUTORS EDITORIAL POLICY TESOL Quarterly, a professional, refereed journal, encourages submission of previously unpublished articles on topics of significance to individuals concerned with the teaching of English as a second or foreign language and of standard English as a second dialect As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following 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Issues are also published in the Forum Although these contributions are typically solicited, readers may send topic suggestions or make known their availability as contributors by writing directly to the editors of these subsections Research Issues: Teaching Issues: Patricia A Duff Bonny Norton Department of Language Department of Language and Literacy Education and Literacy Education University of British Columbia University of British Columbia 2125 Main Mall 2125 Main Mall Vancouver, BC V6T 1Z4 Vancouver, BC V6T 1Z4 Canada Canada INFORMATION FOR CONTRIBUTORS 357 Special-Topic Issues Typically, one issue per volume will be devoted to a special topic Topics are approved by the Quarterly’s Editorial Advisory Board Those wishing to suggest topics or make known their availability as guest editors should contact the editor of TESOL Quarterly Issues will generally contain both invited articles designed to survey and illuminate central themes as well as articles solicited through a call for 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guardian can understand GUIDELINES FOR QUANTITATIVE AND QUALITATIVE RESEARCH Because of the importance of substantive findings reported in TESOL Quarterly, in addition to the role that the Quarterly plays in modeling research in the field, articles must meet high standards in reporting research To support this goal, the Spring 2003 issue of TESOL Quarterly (Vol 37, No 1) contains guidelines (pp 157–178) for reporting quantitative research and three types of qualitative research: case studies, conversation analysis, and (critical) ethnography Each set of guidelines contains an explanation of the expectations for research articles within a particular tradition and provides references for additional guidance The guidelines are also published on TESOL’s Web site (http://www.tesol.org/pubs/author/serials/tqguides.html) 360 TESOL QUARTERLY ... and that of their children Of these authors, only Goldstein explores in detail the temporal dimension of social context: Her chapter on the history of the Portuguese community in Toronto helps... against the historical backdrop of Central American immigration to the United States Once in California, they found themselves positioned as Latina immigrants near the bottom of the economy, the only... relatively minor in their impact? ?? on this process (Long, 1997, p 319) Rather, they support the contention that there “is no context-free language learning, and all communicative contexts involve