The books I am reviewing here are all within my private collection. Now that I’ve retired, I’ve decided to “walk down memory lane” by rereading each text and revisiting how they have impacted on my teaching. Over my 41 years of teaching, I have seen so many theories, trends and practices come and go. One thing I have learnt is that there is always something to learn from each new idea out there. No one starts out to deceive and teachers, being the professionals that we are, must be critical in our application of new learning in our context.
Eventually I will either sell or give these texts away – but first, I shall indulge in some reminiscing.
Teaching English Across Cultures by Robert Lado
This is one of the first books I recall purchasing a few years after beginning teaching in Singapore. I started teaching in 1984 and it was published in 1988. The text addresses the theories and principles that support the teaching of English as a Second Language. It also offers a range of ideas for activities and approaches to the teaching of all the skills.
When I think back to my own philosophy of teaching language learners, the impact this had on my choices over the years, I can see how this book must have been influential in building my knowledge. With the advent of SOR (Science of Reading) ideas permeating through educational circles today, it felt good to see that these beliefs about teaching reached far back into the beginning years of my educational development. Lado mentions some of the theorists expressing ideas about using cueing amongst other beliefs in the 1970s, and challenges these.
This was an easy read, and certainly one that a teacher wanting to build knowledge about teaching language learners should get their hands on. There are of course, advances that will impact on some of the ideas. Lado himself pointed out that he expected better technologies would eventually surface. (He spoke about cassette recorders). And he does not refer to addressing phonological awareness when teaching pronunciation. But there is a wealth of knowledge about the needs of the language learner that go far beyond what a typical learner in the classroom needs to access the curriculum.
Language theories change and are challenged constantly. I found this interesting article by Michael Swan written in 2017 that discussed Robert Lado’s work and the criticisms to his theories.
Classroom Instruction That Works with English Language Learners – facilitator’s Guide – Jane D. Hill and Cynthia L Bjork
I purchased this book when I started moving into developing professional development programmes. This is the facilitator’s guide, designed to take participants in mainstream classrooms through a two day PD on the teaching of language learners.
The facilitator’s guide provides the theories, and how to deliver these to participants. The ideas are well presented and the explanations of how and why modifications are necessary for language learners are clear. The guide talks to the importance of knowing students’ level of language acquisition and addresses this as the best practices such as note-taking, feedback and organizers are described.
There are two reasons why I found the book useful. Firstly, it provides a clear roadmap on how to plan for a PD on language. Secondly, it reinforced and got me reassessing some of my own insights on how to teach language learners.