ERIC Number: ED366229
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
ESL: A Handbook for Teachers and Administrators in International Schools.
Murphy, Edna, Ed.
The handbook is intended as an aid to teachers and administrators in developing English-as-a-Second-Language (ESL) programs for the kind of linguistically diverse student population found in international schools. It consists of a selection of essays on ESL program design and implementation and lists of additional resources. Essays include: "The International School ESL Challenge" (David Garner); "Some Theoretical Considerations" (Sandra Meakin); "Setting Up the ESL Department" (Fiona Kalinowski, Maurice Carder); "Organizing the ESL Programme: Which Model To Choose?" (Edna Murphy); "Features of the Programme" (Kalinowski, Carder); "Assessing the ESL Student" (Carder); "The Teacher's Task: The Work of the Classroom" (Garner); "Some Common Difficulties and How They Can Be Avoided" (Coreen Sears); and "The ESL Student with Special Needs" (Sherry Migdail). Information on additional resources includes lists of relevant professional journals, professional organizations and resources, publishers and mail order sources, useful books for the ESL library, computer software, teaching materials, and testing and assessment materials. A glossary and brief author bibliographies are also included. (MSE)
Descriptors: Administrative Organization, Classroom Techniques, Computer Software, Cultural Pluralism, Departments, Elementary Secondary Education, English (Second Language), Foreign Countries, Information Sources, Instructional Materials, International Schools, Learning Disabilities, Mainstreaming, Program Design, Program Development, School Administration, Second Language Programs, Special Education, Student Evaluation, Teacher Role, Teaching Methods, Testing
Multilingual Matters Ltd., 1900 Frost Road, Suite 101, Bristol, PA 19007 ($24.95).
Publication Type: Guides - Non-Classroom; Books
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: N/A