Running head: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 1

Teaching English to Speakers of Other Languages

Indrani Ghosh

Madonna University

ESL 5230 Researching Disciplines Paper

March 20, 2017

TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 2

Teaching English to Speakers of Other Languages

1. Name of my degree:

Master of Arts degree in Teaching English to Speakers of Other Languages (MATESOL).

2. Degree Subject Matter:

Some of the topics that are covered in the courses required for MATESOL (Bagwell,

2013, p. 3) are:
o Methods and/or learning theory: Different learning theories and methods of

instruction to teach English language learners.

o Second language acquisition: How students learn language; the different phases of

second language acquisition; and instructional strategies to help in the language

acquisition process.
o Structure of English or English grammar: Methods of instruction and strategies in

teaching the rules of English grammar.

o Language and culture: Political and educational philosophies from different

regions of the world; understanding and awareness of different cultures in the

world.
o Curriculum and materials design: How to develop ones own curriculum,

educational objectives, short-term goals, benchmarks, and related resources,

quizzes, or tests to assess mastery of the English learners according to their age

and fluency levels.

o Psycholinguistics and sociolinguistics: Psychological and sociological aspects of

languages.
o Research methods: Qualitative and quantitative research methods; limitations of

research; what to do with the data; and how to publish/use the research for further

study.
o Assessment: Various methods of assessment in an English as a second language/

English as a foreign language (ESL/EFL) curriculum; how to ensure the validity,

reliability and practicality of tests (Bagwell, 2013, p. 3).

TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 3

3. Definition of degree:

According to TESOL International Association, the masters degree in TESOL is

considered as the terminal degree for teaching positions in English as a second, foreign,

or additional language (Bagwell, 2013, p. 1). TESOL is the acronym that refers to the

professional association, the profession, and the field itself. It is a general name for the

field of teaching that includes both English as second language (TESL), and English as a

foreign language (TEFL). Someone with a Masters of Arts in TESOL is regarded as a

highly qualified and properly trained professional in the field of teaching English

learners.

4. Sub-fields within TESOL:

The field of TESOL is a unique, multifaceted academic disciplined profession

encompassing aspects of various other fields like: Theoretical and Applied linguistics;

Second Language Acquisition; Language Pedagogy and Methodology; Literacy

Development; Curriculum and Materials Development; Assessment; Cross-Cultural

Communication; English for Specific Purposes (ESP); Literacy Development (teaching

K-12 Students or Adults); Teaching English as a Second Language (TESL); and Teaching

English as a Foreign Language (TEFL) (What is TESOL? TESOL Direct, 2015, &

Cutting, 2014).

5. Research Methods in the field of TESOL:

TESOL researches focus on many areas of practice including language learning,

teaching, and designing programs and materials. It is multi-faceted and reflects

TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 4

theoretical and topical diversity in its many valid approaches: qualitative, quantitative,

and mixed method; descriptive and critical; large and small scale; cross-sectional and

longitudinal; observational; experimental; and hermeneutic (TESOL International

Association: Research Agenda, 2014).

Research may be conducted by university researchers or by teachers in their own

classrooms as a means of personal and professional development. Research within

TESOL moves both from theory to practice, and from practice to theory. Theoretical

diversity includes pathways and goals for language learning and teaching; cognitive

theories as well as social and critical perspective; second language acquisition; and

multilingualism (TESOL International Association: Research Agenda, 2014).

6. Three Key Concepts in the field of TESOL:

Key Concept # 1: Second Language Acquisition (SLA).

For English language learners, second language acquisition is a complex endeavor

that varies extensively from person to person. There is a wide range of factors that

influence the outcome of second language learning by individuals. Teachers teaching

non-native English speakers should keep in mind the various individual differences and

factors that affect SLA, for example attitudes and expectations; anxiety; personality;

motivation; aptitude or cognitive abilities; age; preferred learning styles; and strategies

that influence language learning behavior and success (Bell, 2009, p. 52).

Key Concept # 2: Language Learning Strategies (LLS).

Language learning strategies are various steps or actions taken by the learner that

help in the acquisition and development of a second language. Language proficiency is

reflected in the learners skills in listening, speaking, reading and writing in the target

language. Understanding LLS is crucial for teachers who aim to develop their students
TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 5

communicative competence and language learning. LLS are flexible and can be taught to

English language learners so that they become more self-directed (Lessard-Clouston, 1997).

Language learning strategy instruction aims to raise awareness in the learners by providing

them with systematic practice, reinforcement, and self-monitoring of their strategy use.

Specially Designed Academic Instruction for English (SDAIE) are strategies that focus on

metacognitive development, bridging, schema-building, contextualization, text

representation, and teacher modeling (Effective Teaching Strategies, n.d.).

Key Concept # 3: Task-Based Learning (TBL)

In task-based learning, language learners engage in purposeful, problem-oriented, and

outcome-driven tasks that are comparable to traditional teaching methods which focus only

on the correctness of grammar. The task is an activity reflecting real life, and the learners are

free to use any language they want, to achieve a specific outcome. Playing a game, solving a

problem, or sharing experiences and information are considered as relevant tasks. The TBL

model has been outlined by Jane Willis (1996) in her book A Framework for Task-based

Learning (Bowen, n.d.). TBL is based on three stages: Pre-task stage; task-cycle stage; and

language-focus stage. Language is used for a genuine purpose in TBL. Its aim is to integrate

all four skills: listening, speaking, reading, and writing, and move towards achieving fluency

with accuracy.

7. Leading Theories in TESOL:

TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 6

In the field of TESOL, there are different views on how students acquire language. These

various theories of language learning are called approaches (Approaches/Theories in TESOL,

2016).

Leading Theory # 1. Cognitive Approach:

In the cognitive approach, language is seen as a reflection of the abstract knowledge of

the mind. According to the language theorist Noam Chomsky, all languages have a Universal

Grammar (UG) in common. Understanding and teaching this UG will help a learner learn the

general principles of a language. The method used in the cognitive approach is Grammar

Translation method (Approaches/ Theories in TESOL, 2016).

Leading Theory # 2. Interactional and Socio-Cultural Approach:

This approach focuses on the importance of social interaction among students to

develop language proficiency. Communicative competency is achieved through

conversations and working together in various social settings. Teachers should provide ample

opportunities for social interactions in the classroom by making students work in pairs, small

groups or as a class. Project-based learning and task-based learning are teaching strategies

that emphasizes on social and cultural interactions among students, thereby developing

language proficiency (Approaches/ Theories in TESOL, 2016).

8. Key Books/ Important Texts:

Key Book # 1:
Peregoy, S.F., & Boyle, O.W. (2017). Reading, writing and learning in ESL: A resource

book for teaching K-12 English learners (7th ed.) Boston, MA: Pearson Education Inc.
This book is one of the required text books used in the MATESOL program in most

colleges. It is an ideal source for teaching oral language, reading, writing, and the content
TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 7

areas in English to K-12 English learners. It looks at contemporary language acquisition

theories in relation to useful instruction and teaching strategies. It provides detailed

suggestions on how to motivate, involve and teach non-native English speakers. Many new

teaching strategies, activities, writing samples are included along with an emphasis on the

usage of the internet and modern digital technologies, to engage students and promote

learning (Reading, Writing, and learning. Amazon).

Key Book # 2:
Ur, P.,(2016). Grammar practice activities: A practical guide for teachers (2nd ed.).

Cambridge, U.K.: Cambridge University Press.

This book is another required text book used in the MATESOL program. It is a language

teaching classic that provides detailed instructions in teaching grammar effectively to English

learners. It is an invaluable resource that shows how to combine grammar teaching with a

broadly communicative methodology. Part one of this book provides detailed introduction to

grammar teaching, guidelines for the design of various activities, and practical hints on

effective classroom presentation. Part two contains a collection of 200 imaginative and

interesting grammar practice activities suitable for all levels and ages accompanied by clear

teaching notes (Grammar Practice Activities. Amazon).

Key Book # 3:

Spolsky, B., (2016). Sociolinguistics. (Oxford introductions to language study series, 1st ed.)

Oxford, U.K.: Oxford University Press.

This book is also another of the text books required in the MATESOL course. This book

provides a brief but comprehensive introduction to sociolinguistics, the study of ways in

which groups of people use language. It makes links with related disciplines such as history,

politics, and gender studies This book is a series of brief surveys intended for readers new to
TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 8

the formal study of language. Each book contains survey, readings, references and glossary to

allow readers to focus on different parts of the book according to their interest and need

(Sociolinguistics. Amazon).

9. Key Thinkers and Practitioners in the field of TESOL:

Key Thinker # 1: H. Douglas Brown
Born in 1941, H. D. Brown is one of the leading thinkers in the field of TESOL. He is

Professor of English at San Francisco State University (SFSU) where he is the Director of the

American Language Institute. He was the president of TESOL in 1980-81. He has lectured

across the U.S.A. and also internationally. His research interests center on strategy-based

instruction, classroom language assessment, and relating second language acquisition

research findings to classroom methodology. He has received TESOLs James E. Alatis

Award for Distinguished Services (Brown, 1999).

Some of his published books are: Principles of language learning and teaching (1994);

Readings on second language acquisition (1994); Breaking the language barrier (1991);

Teaching by principles: An interactive approach to language pedagogy (1944); A practical

guide to language learning (1989); Strategies for success: A practical guide A strategies

guide for ES/EF learners (1991) (Brown, 1999).

Key Thinker # 2: Diane Larsen-Freeman

Diane Larsen- Freeman received her Ph.D. in linguistics from the University of Michigan

where she was the Director of English Language Institute for six years (2002-2008). She had

also been appointed at UCLA and at the Graduate SIT Institute. She has been a research

scientist emerita, a professor of linguistics emerita, and a faculty associate of the Center for

the Study of Complex Systems at Michigan. She has made presentations in 65 countries

around the world. She was the editor of the journal Language Learning for five years, and

has written many pedagogical books (School of Education: University of Michigan).

TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 9

Diane Larsen-Freeman focuses her research and interest on second language

acquisition and English grammar. She regards English grammar as an important resource for

adding meaning to the communicative context. She also finds the complexity theory

insightful and is currently working on it. She calls this new dynamic view of language

grammaring. This new approach views teaching as a process of managing learning, and

acknowledges the different ways to achieve success in second language acquisition (School

of Education: University of Michigan).

Some of her books are: Grammar dimensions 4 with Infotrac: Form, meaning and use

(2007); Teaching language from grammar to grammaring (2003); The grammar book: An

ESL/EFL teachers course (1998); Techniques and principles in language teaching (1986);

Discourse analysis in second language research (1980) (School of Education: University of

Michigan).

Key Thinker # 3: Roderick James Ellis

R. J. Ellis is Professor in the Department of Applied Language Studies and Linguistics in

University of Auckland. He contributes to work in the MATESOL program in Anaheim

University. He has worked in schools in Spain, Zambia, and in universities in the U.K.,

Japan, and the U.S., and has also conducted many consultancies and seminars around the

world. He was made a fellow of the Royal Society of New Zealand in 2013. His research

interests are focused on second language acquisition, individual learner differences, form-

focused instruction, teacher education, course design, and methodology of language teaching.
He is on the editorial board of five journals (Ellis, n.d.).
His published works include articles and books on second language acquisition;

language teaching; and teacher education. Some of them are Understanding second

language acquisition (BAAL Prize, 1986); The study of second language acquisition (Duke

of Edinburgh Prize, 1995); Task-based learning and teaching (2003); Analyzing learner
TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 10

language (2005) with G. Barkhuizen; Language teaching research and language pedagogy

(2015). He has also published several English language textbooks, including Impact

grammar (2015); and Understanding second language acquisition (2015) (Ellis, n.d.)

Key Practitioner # 1: Tony Silva

Tony Silva is one of the key practitioners in the TESOL field. He directs the ESL Writing

Program in the Department of English at Purdue University. He has chaired, co-chaired, and

has been a member of nearly 100 Doctoral and 40 Masters committees. He has won 11

departmental Excellence in Teaching awards. T. Silva is an active member of TESOL, where

he has organized the Graduate Student Forum; served as a member of the TESOL Board of

Directors, and the Steering Committee of the Second Language Writing Interest Section. He

founded and edited the Journal of Second Language Writing with Ilona Leki (1992-2007). He

founded and hosts the Symposium on Second Language Writing with Paul Matsuda (College

of Liberal Arts: Purdue University).

Some of his published books are: L2 Writing in secondary classrooms: Student

experiences, academic issues, and teacher education (2013); Practicing theory in second

language writing (2010); Research on second language writing: Perspectives on the

construction of knowledge (2005); Landmark essays on ESL writing (2001). Many of Silvas

articles have been published in a number of journals like ELT Journal; TESL Canada

Journal; TESOL Journal; TESOL Quarterly; College Composition and Communication;

Foreign Languages and Their Teaching and many more (College of Liberal Arts: Purdue

University).

Key Practitioner # 2: Brian Paltridge

Brian Paltridge is Professor of TESOL at the University of Sydney. His main research area

is academic writing, including thesis and dissertation writing; and writing for publication. He
TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 11

has taught English in Australia, New Zealand, and Italy; and has worked earlier at the

University of Waikato, the University of Melbourne, and Auckland University of Technology.

He is the co-editor of TESOL Quarterly; editor emeritus for English for Specific Purposes;

and a member of the editorial board for the English Australia Journal; the Australian Review

of Applied Linguistics; the Taiwan International ESP Journal; the Chinese journal of ESP;

and the International Journal for Researcher Development. His published books are

Research methods in Applied Linguistics (2015); and Handbook of English for Specific

Purposes (2013) with Sue Sterfield (Plenary Speakers: Symposium, 2015).

Key Practitioner # 3: John Bitchener

John Bitchener is Professor of Applied Linguistics at Auckland University of Technology

(AUT) where he supervises and teaches doctoral thesis writing students. His research

interests focus on the efficacy of written corrective feedback for L2 development, classroom-

based second language acquisition theory, research and practice, the discourse of academic

genres, and supervisor advice and feedback to thesis/dissertation students. He has been the

recipient of the Fullbright Award (2009), and four university research and supervision

awards. He serves on six editorial boards, has been the editor of New Zealand Studies in

Applied Linguistics, and TESOLANZ Journal. He was President of the Applied Linguistics

Association of New Zealand for seven years (Plenary Speakers: Symposium, 2015).
Many of Bitcheners articles have been published in journals like Applied Linguistics;

Modern Language Journal; TESOL Quarterly; ELT Journal; Journal of Second Language

Writing; Language Teaching Research Journal; Journal of English for Academic Purposes,

and more. Some of his published books are: Written corrective feedback for L2 development:

Theoretical and empirical justifications (2015) with N. Storch; Written corrective feedback

in second language acquisition and writing (2012) with Ferris; Writing an Applied linguistics
TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 12

thesis or dissertation: A guide to presenting empirical research (2010) (Plenary speakers:

Symposium, 2015).

10. Professional Academic Journals:

Academic Journal # 1: TESOL Quarterly (TQ)

TESOL Quarterly is a refereed professional journal, first published in1967. The editors

of this journal are Brian Paltridge and Ahmar Mahboob. This international journal fosters

inquiry into English language teaching and learning by providing a forum for TESOL

professionals to share their research findings; and explore ideas and relationships in the field.

TQs readers include ESOL teacher-educators, teacher-learners, researchers, applied

linguists, and ESOL teachers (TESOL Quarterly, 2017).

TESOL Quarterly encourages submission of articles that represent a variety of

disciplinary interests, both theoretical and practical: Issues in Research and Research

Methodology; Testing and Evaluation; Instructional Methods; Curriculum Design and

Development; Professional Preparation; Materials and Techniques, and more. It is committed

to publishing manuscripts that contribute to bridging theory and practice in the teaching

profession. It also welcomes submission of articles that address the implications and

applications of research in various fields like anthropology, psycholinguistics,

sociolinguistics, psychology, applied and theoretical linguistics, and more (TESOL Quarterly:

Wiley Online Library). Subscription is required to access the articles online, more

information about this magazine is available at http://www.tesol.org/journals

Academic Journal # 2: TESOL Journal (TJ).

TESOL Journal is a forum for second and foreign language educators at all levels. The

editor of this educational journal is Joy Egbert. It helps teachers by providing the latest

information on research and theories; teaching practices, perspectives, and strategies. The

articles published in this journal enable an active and vibrant professional dialogue about
TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 13

research and theory-based practices as well as practice-oriented theorizing and research. TJ

works as a complement to journals like the TESOL Quarterly because it provides information

in language and formats that is accessible to teachers everywhere. It focuses on the link

between theory/research and practice, and this helps teachers become aware of the why,

instead of just the how (TESOL Journal: Wiley Online Library). Subscription is required to

access the articles online, more information about this journal can be retrieved at:

http://www.tesol.org/journals
11. Professional Academic Associations:

Professional Academic Association # 1:

TESOL International Association.
Founded in 1966, TESOL International Association is a professional community of

educators, researchers, administrators, and students committed to advancing excellence in

English language teaching for English learners. With more than 12,500 members

representing over 156 countries, TESOL International Association fosters the exchange of

ideas, research, and peer-to-peer knowledge. It also provides expertise, resources, and a

powerful voice on issues affecting the profession. Through its professional developmental

programs, international conferences, special interest groups, and publications, this academic

association engages tens of thousands of professionals to collaborate gradually, and create a

world of opportunity for millions of people of all ages who want to teach or learn English

(TESOL Blogs, 2015). More information about this academic association is available at:
http://www.tesol.org

Professional Academic association # 2:

National Council for Accreditation of Teacher Education (NCATE)
NCATE is a non-profit, non-governmental organization, founded in 1954. Its dual

mission is accountability and improvement in education preparation. It is the teaching

professions mechanism to help establish high quality teacher, specialist, and administrator
TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 14

preparation. Through the process of accreditation of schools, colleges, and departments of

education, NCATE works to make a difference in the quality of education. It believes that

every student deserves a caring, competent, and highly qualified teacher. It is a coalition of

many member organizations, consisting of over 3 million teachers, teacher-educators, content

specialists, administrators, local and state policy makers. The U.S. Department of Education

and the Council for Higher Education Accreditation recognize NCATE as a professional

accrediting body for teacher preparation. NCATE currently accredits 670 educational

institutions in the U.S. and many more are waiting to be accredited (About NCATE, 2017).
The official website of this organization is http://www.ncate.org

References

About NCATE (2017, March 19). NCATE. Retrieved from

http://www.ncate.org/Public/AboutNCATE/tabid/179/Default.aspx
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Approaches/theories of language in TESOL (2016, March 04). Educational Research

Techniques. Retrieved from

http://www.educationalresearchtechniques.com/2016/03/04/approachestheories-of-

language-in-tesol

Bagwell, M. (2013). Tips for choosing a TESOL masters program. TESOL. Retrieved from

http://www.tesol.org/docs/career-center/tips-for-choosing-a-ma-in-tesol-program

Bell, N. (2009). A students guide to the MA TESOL. Retrieved from

http://www.books.google.com/books?id=IIYYDAAAQBAJ&pg=PA51&Ipg=Pa51&dq

Bowen, T. (n.d.). Teaching approaches: Task-based learning. One Stop English. Retrieved from

http://www.onestopenglish.com/methodology/teaching-approaches-task-based-

learning/146502-article

Brown, H. D. (1999, June 6-13). Report on academic specialist visit to the Dominican Republic.

USIA English language programs. Retrieved from http://www.dosfan.lib.uic.edu/usia/E-

USIA/education/engteaching/bro0699.htm

College of Liberal Arts: Purdue University, Department of English (2017). Tony Silva. Retrieved

from http://www.cla.purdue.edu/english/directory/index.aspx?p=Tony_Silva

Cutting, J. (2014, Dec.). Language in context in TESOL. NewSouth Books. Retrieved from

http://www.newsouthbooks.com.au/books/understanding-language-in-tesol

Effective teaching strategies for English language learners. Support Real Teachers. Retrieved

from http://www.supportrealteachers.org/strategies-for-english-language-learners.html

Ellis, R.J. (n.d.). Distinguished professor Roderick James Ellis. University of Auckland.

Retrieved from http://www.arts.auckland.ac.nz/people/rell035

Lessard-Clouston, M. (1997, Dec.). Language learning strategies: An overview for L2 teachers.

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The Internet TESL Journal. Retrieved from http://www.iteslj.org/Articles/Lessard-

Clouston-Strategy.html

Plenary speakers: Symposium on second language writing 2015. AUT University. Retrieved from

http://www.sslw.asu.edu/2015/plenary.html

Review of the book Grammar practice activities: A practical guide for teachers by P. Ur.

Amazon. Retrieved from http://www.amazon.com/Grammar-Practice-Activities-

Paperback-CD-ROM/dp/0521732328

Review of the book Reading, writing, and learning in ESL: A resource book for teaching K-12

English learners 97th ed.) by S. F. Peregoy & O. F. Boyle. Amazon. Retrieved from

http://www.amazon.com/Reading-writing-Learning-ESL-Resource/dp/0134014545

Review of the book Sociolinguistics by B. Spolsky. Amazon. Retrieved from

http://www.amazon.com/Sociolinguistics-Oxford-Introduction-Language-

Study/dp/0194372111

School of Education: University of Michigan. Diane Larsen-Freeman. Retrieved from

http://www.soe.umich.edu/people/profile/diane_larsen_freeman/

TESOL International Association Blogs. (2015, Dec. 12). About TESOL International

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agenda.pdf?sfvrsn=2

TESOL Quarterly (2017). TESOL International Association. Retrieved from

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What is TESOL? (2015). TESOL Direct. Retrieved from

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