‘’ Teaching English as a Second language ’’

Teaching English as a Second Language

Teaching English as a Second or Foreign Language in its third edition, was
primarily designed as a textbook for pre-service TESL/TEFL courses. The book can also be
used in other ways, for example as a reference book and handbook for individual teachers
to explore on their own and a sourcebook for teacher trainers.
Teaching English as a Second or Foreign Language, also known as “The Apple
Book”, is an anthology book; personal contributions from more than forty acknowledged
specialists in the field provide a variety of perspectives. The book offers, on the one hand,
background information about present and past approaches and on the other hand,
resources for teachers and useful information for the classroom teacher.

Knowledge base development

within a university-based teacher education program. The paper:
(A) Reviews the literature on the knowledge base in teacher education,
(B) describes currently available resources and efforts toward TESOL knowledge base
development,
(c) describes knowledge base development within the context of a university’s teacher
education program and describes the components of a TESOL knowledge base in this
program, and
(d) Advocates for a TESOL knowledge base to enhance the profession at the national and
international levels.

Some basic principles and techniques used for teaching English at different levels of
study. I.e. supervising would-be teachers' ways of teaching, it seems that some of these
strategies can be useful for teaching other fields of study as well.
Basic guidelines for Teaching English as a Second Language:
1. Begin speaking English from the first sessions so that your students feel that they are
learning a subject distinct from what they have already experienced.
2. Establish the necessary rules to govern classroom activities and clarify the
responsibilities of the students from the outset.
3. The teacher should hold the social relationship with the students appropriately so that
learning occurs with the highest interest, attitude and motivation, and willingness.
4. Try to ride the whole class with your eyes so that you are able to see all students at all
times.
5. Study seating arrangements of students; those who affect others adversely may need to
be removed.
6. Stand and move around the classroom to supervise the students' activities and
attention.
7. State the question before calling on the students; in so doing, you involve all students
to think of the problem.
8. Try to study even simple matters before attempting to teach them.

An important feature of the English-teaching situation (India), is that English is a part of

statutory ‘mainstream’ education, with such factors as the allocation of time, the size of
classes, and examination requirements decided on in the context of the teaching of all
other subjects. Second language teaching in this institutional context has to come to
terms with the norms, and expectations of formal education in general.

Prepared by:
Araza, Fatima Pag-asa O.