| 54 - Reviews |
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The Practice of English Language Teaching by Jeremy Harmer Pearson 2007 978-1-4058-5311-8 As is the case with many English language teachers, the first ‘theory’ book I ever bought was Jeremy Harmer’s The Practice of English Language Teaching. Back in 1985, it was the book to read for my first ever ELT course. Periodically, as new editions have come out, I have found myself using the successive versions both as a foundation for my own work and to recommend to other teachers and trainers as an excellent resource. The book is now in its fourth edition and the back cover copy tells us that it has been ‘completely revised to reflect new developments in language teaching’. It has just won the prestigious HRH The Duke of Edinburgh English Speaking Union English Language Award for 2007 and, frankly, I’m not surprised. This latest edition, like all those that have gone before it, provides the reader with as full a picture as is possible of English language teaching as it is today – it could, in fact, be called an encyclopaedia of ELT as it covers such a wide range of experiences, contexts and aspects of our ever-changing profession. All the features that we have come to appreciate in previous editions are there: simple and accessible descriptions of methods, techniques and procedures; concrete and creative ideas for the classroom; a balance of focus between the skills and language work; and an attempt to place the learner at the centre of what happens in the classroom. In addition, there is also a well-balanced look at English and its place in the world. The author’s discussion of the topic is interesting and inspiring, and for those who may disagree with his conclusions, there are useful references to follow up. The book has advice and suggestions for the inexperienced teacher, fresh off a pre-service course, and I am sure that this new edition will be adopted by many centres running those kinds of courses. For me, though, what I most appreciated was the wealth of experiences that Harmer shares with the reader – reading the book was like sitting in a wonderful staffroom where you could eavesdrop on the conversations of both experienced and inexperienced teachers, teaching in a wide range of contexts. Inside the back cover of the book is a DVD – a new feature in this edition and an excellent resource. It contains clips of experienced teachers teaching mini-lessons and these are followed by interviews with those teachers conducted by the author. It could be used both by the individual teacher wishing to learn about a new technique and also by a Director of Studies or teacher trainer wishing to inspire teachers or trainees to try something new. I’m sure a fifth edition will be making its way to our shelves in a few years’ time – but until then, this really should be essential reading for English language teachers all over the world. Paula de Nagy Lisbon, Portugal The Experience of Language Teaching by Rose Senior CUP 2006 0-521-61231-5 The Experience of Language Teaching is 300 pages of worthwhile reading. In the course of 12 years of research and five separate studies, Rose Senior has talked to hundreds of teachers in a variety of settings and has given voice to their experiences, concerns and joys. I found myself nodding in agreement with so many of the things she wrote about that I felt we were conversing! This book is a real gem and one I am going to recommend to all of the teachers I have worked with in the past and will work with in the future. According to Senior, her intention when writing this text was to share her own insights, process what she has heard and learnt from others, and express her thanks to those who had participated in her various studies. She says she wanted to provide insight into why teachers do the things they do and to provide a forum for discussion and reflection; and she has done just that. At the front of The Experience of Language Teaching is a comprehensive table of contents and a glossary of terms used within the book. The text spans 12 chapters, starting with an explanation of the author’s research framework. In Chapter 1, Senior discusses the studies she conducted and how she processed the data gleaned from them. Chapter 2 focuses on the initial training EFL teachers go through, with a lot of focus on the Cambridge CELTA (Certificate in English Language Teaching to Adults) course, and extrapolates on what trainees and novice teachers experience in their initial training sessions. Chapter 3 moves on to discuss what it takes to be a committed teacher, including professional development, and subsequent chapters highlight the learning environment and the students, teaching techniques such as classroom management, building and maintaining rapport and community with students, as well as the strengths and weaknesses of the field of EFL and essential classroom practices. Being a CELTA tutor myself, I was especially interested in what Rose Senior had to say about the teacher training experience from the trainees’ perspective. I was happy to see that she touched on many of the areas the trainees I work with raise as issues, for example learning to receive feedback with an open mind, managing the class while juggling aims, tasks and student needs, and celebrating successes large and small. She then turns the spotlight on becoming, and remaining, a committed teacher. She talks about the multitude of ways that we can do that, starting with learning from our colleagues, developing our own selfbeliefs and taking on responsibilities as we become more able. Flexibility in the classroom, adapting to the mood of the class and ‘minimising damage to selfesteem’ are just a few of the issues she expands on. Senior ends her book with a chapter on teacher-generated theory and classroom practice, encouraging us all to get involved in exploring our classrooms and sharing our insights and experiences with others. After reading her book, I expect more will be motivated to do so. Sandee Thompson Halifax, Canada Miniflashcards Language Games by Heather Clarke (illustrations) Miniflashcard Language Games 2007 Pack A 1-85831-194-2 Pack B 1-85831-195-0 Pack C 1-85831-196-9 Miniflashcards Language Games consists of three packs of small (8cm x 6cm) cards with an illustration on one side and the corresponding word on the other. The packs are divided into themes, so Pack A, for example, has weather words, clothing and school equipment. There are 40 cards in each pack and the packs are colour coded so it is easy to separate them again if all the cards get mixed up. The illustrations are clear, simple, colourful and fun, and children should enjoy playing any of the nine games which are suggested. These include old favourites, such as Kim’s game, charades, matching pairs and noughts and crosses. Creative teachers will undoubtedly think up some more games of their own which can be played with these cards. Gerry Manlin Hastings, Uk |
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