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This volume in the TESOL Classroom Practice Series presents instructional practices that are particularly successful with children and adolescent language learners. These practices take into account the unique needs and characteristics of these age groups and reflect a wide range of educational contexts, goals, and challenges from classrooms in the United States, Latin America, Africa, Europe, and Asia. Authenticity is the unifying theme that connects language learning experiences to the everyday lives of young learners. However, the definition of authenticity in ESOL embraced by the authors in this volume is not static or externally imposed by native uses and norms. Rather, authenticity is a dynamic concept that is constantly defined and redefined through interactions among learners, teachers, community members, as well as by our languages in contact, and our larger societal contexts. Through their descriptions and reflections, the authors are able to establish what counts as authentic language in their particular settings.

Publication Date: February 2010

Volume Editors: Maria Dantas-Whitney and Sarah Rilling
Ordering Information:
http:// www.tesol.org (online ordering)
Order No. 646, 262 pp., ISBN 9781931185646

(Member: $29.95) (Nonmember: $39.95)

Audience: Classroom Practice, Teacher Education

 

Table of Contents

Series Editors’ Preface

Chapter 1
Authenticity and the Sociocultural Context of Children and Adolescent Language Learners
Maria Dantas-Whitney and Sarah Rilling

Part I: Authenticity Through Design: Content, Tasks, and Materials

Chapter 2
Once Upon a Time . . . Happily Ever After: Teaching English Through Literature
Patti Lucas and Claudia Thorndike

Chapter 3
Is It Trash or Curriculum? Using Environmental Print to Teach Literacy Skills
F. J. “Harvey” Oaxaca

Chapter 4
Adding Up Language With Math Fairytales
Ann McCallum

Chapter 5
Teaching Science to ESL Students: Enhance—Not Simplify—the Science
Phillip Markley and Marilyn Lawson

Chapter 6
Authentic Tasks for Effective Learning: When Is an Apple Not an Apple?
Lilia Savova

Part II: Authenticity Through Technology: Digital Media and the Internet

Chapter 7
Authenticity in Word, Image, Voice: Digital Storytelling With Adolescent English Language Learners
Judith Rance-Roney and Martha Young

Chapter 8
DVD in the EFL Classroom Stands for Dynamic, Vibrant, and Didactic
Silvia Laborde

Chapter 9
Weblogs and Academic Literacy Development: Expanding Audiences and Linguistic Repertoires
Dong-Shin Shin, Meg Gebhard, and Wendy Seger

Chapter 10
Can Blogs and Other Web-Based Communication Tools Bring Authenticity to the Foreign Language Classroom?
Teresa Almeida d’Eça

Chapter 11
They Write the Songs: How Students Compose, Record, and Podcast Their Own Songs to the World
Kevin McCaughey

Part III: Authenticity Through Action: Service Learning

Chapter 12
Connect to Success: The New Kids on the Block Meet Their College Counterparts
Barbara J. Hall and Cheryl M. Benz

Chapter 13
Connecting Students to Global Issues Through Local Action
David White-Espin and Kim Rakow Bernier

Part IV: Authenticity in Context: Diverse Realities and Local Practices

Chapter 14
Authenticity in Marginalized EFL Contexts
Peter Sayer

Chapter 15
Using Drawing, Photography, and Drama to Enhance English Language Learning in Uganda
Maureen Kendrick, Shelley Jones, Harriet Mutonyi, & Bonny Norton

Chapter 16
Beyond the Classroom: Summer Language Camp in China
Evie R. Tindall, Mervyn J. Wighting, and Deanna L. Nisbet

Part V: Authenticity Beyond the Classroom: Parental Involvement and Peer Relations

Chapter 17
Bilingual Family Literacy Nights: A First-Grade Story
Shannon Gabriel and Karie Mize

Chapter 18
Sticks and Stones: Preventing Bullying in the Elementary School
Joann Frechette and Judie Haynes

References

Index