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TESL-EJ Vol. 2. No. 1 March 1996

Table of Contents(TOC)

Front Matter (FM)

From the Editor (FM-1)
Editorial Board (FM-3)
Call for Manuscripts (FM-4)
Book Review Policy (FM-6)
Books Received (with brief notes) (FM-7)
Media Received for Review (FM-10)


Academic And Non-academic Difficulties: Perceptions of Graduate Non-English Speaking Background Students (A-1)

Ed Burke & Claire Wyatt-Smith(19p)

Towards an ESOL Literature (A-2)

Michael Newman & Merce Pujol (22p)

Mind the Gap: Thoughts on Self Help and Non-judgmental Observation in the Classroom (A-3)

John Norrish (11p)



Flower, John, et al American Vocabulary Program Books 1, 2, 3
Flower, John, and Ron MartinezAmerican Business Vocabulary
Reviewed by Margy Lawrence

Teacher Resource Books

Krater, Joan, Jane Zeni and Nancy Devlin CasonMirror Images: Teaching Writing in Black and White (R-2)
Reviewed by Jean LeLoup [-1-]

Freeman, David E, and Yvonne S. FreemanBetween Worlds: Access to Second Language Acquisition (R-3)
Reviewed by Thomas A. Upton

Fu, Danling"My Trouble Is My English" Asian Students and the American Dream
Reviewed by Jacklyn B. Clayton

Warschauer, MarkE-Mail for English Teaching: Bringing the Internet and Computer Learning Networks into the Language Classroom
Reviewed by Ron Corio

Language Acquisition

Menyuk, Paula, Jacqueline W. Liebergott and Martin C. SchultzEarly Language Development in Full-Term and Premature Infants (R-6)
Reviewed by Suzanne Irujo

Tomasello, Michael, and William E. Merriman (eds.)Early Beyond Names for Things: Young Children's Acquisition of Verb (R-7)
Reviewed by Tom Leverett


Chafe, WallaceDiscourse, Consciousness and Time: The Flow and Displacement of Conscious Experience in Reading and Writing (R-8)
Reviewed by Anca Nemoianu

Emmory, Karen, and Judy Reilly (eds.)Language, Gesture, and Space (R-9)
Reviewed by Robert J. Hoffmeister

May, StephenMaking Multicultural Education Work (R-10)
Reviewed by Steffani R. White

Media Reviews

Learning English . [CD-ROM and software]
Reviewed by Echo Farrow

CUE-5 and Software CALLection CD-ROM
Reviewed by Jim Buell

The Electronic Oxford Wordpower Dictionary [CD-ROM and software]
Reviewed by Michael F. Feldman

Forum (F-1)

Who Needs Applied Linguistics?
John Wilson

The Conference Watcher (CW)

Current Version direct from NLLIA
February 1996 Listings

On the Internet

The Next Generation and Plugs for the Web (INT)
Jim Duber

Abstracts of Articles

Academic And Non-academic Difficulties: Perceptions of Graduate Non-English Speaking Background Students (A-1)

Ed Burke & Claire Wyatt-Smith(19p)
This paper reports a study of the academic and non- academic demands as perceived by a group of Australian non- native English speaking students in the first semester of the postgraduate studies. It draws on relevant research and relates this to the participants' responses to a written questionnaire and follow up face-to-face interviews which captured insider perspectives about academic difficulties: the use of L1; the match between lecturers' teaching styles and students' preferred learning styles; listening, speaking, reading and writing; library and other resource usage as well as other non-academic demands.

Keywords: ESL, graduate education, Australia

Towards an ESOL Literature (A-2)

Michael Newman & Merce Pujol (22p)
This article explores the contradiction between communi- cative theory and practice in beginning and intermediate ESOL materials and compares this situation with that prevailing in early L1 literacy instruction. The basal textbooks that dom- inate much early-stage ESOL instruction are constructed to train students in specific language features and functions rather than communicate directly with them. Many first lan- guage elementary school teachers, on the other hand, primarily use children's literature in reading instruction. Children's literature consists of authentic texts designed to give chil- dren pleasure rather than teach them specific skills. These books, unlike ESOL basals, thus lend themselves to the learning-by-doing approach favored by emergent theories in both literacy and language learning. We propose that ESOL teachers create and use materials that are primarily designed to appeal to adult and adolescent ESOL students, much as chil- dren's literature does for children. This new ESOL literature will be particularly helpful to ESOL students who are less well-versed in academic literacy.

Keywords: ESL, ESOL, materials, literature, communicative theory

Mind the Gap: Thoughts on Self Help and Non-judgmental Observation in the Classroom (A-3)

John Norrish (11p)
This paper uses some of the findings of two major research projects in the University of East Anglia which show that any contemporary teacher will need to develop techniques to stand aside from their work and, with the assistance of colleagues, reflect on it and, in so doing, become involved with theory construction. It is axiomatic that any resulting description should be non-judgmental in character. Some examples of the kind of work that is done with groups of trainee teachers and future teacher trainers leading to facility in this area are described and discussed.

Keywords: Reflection, Teacher Training, Teacher Research

Retrieving Articles

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Technical Notes

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