|About the Book|
Contextualizing College ESL Classroom Praxis: A Participatory Approach to Effective Instruction provides pre-service and in-service teachers with a model for engaging in effective instruction with the variety of students encountered in collegeMoreContextualizing College ESL Classroom Praxis: A Participatory Approach to Effective Instruction provides pre-service and in-service teachers with a model for engaging in effective instruction with the variety of students encountered in college English as a second language or foreign language classrooms. Along with the model, the text is designed to help readers develop the tools to use it within a participatory approach. This approach, based on the principles of Paulo Freires critical pedagogy, is combined with multicultural education and the general tenets of a communicative approach to language teaching. From the philosophical to the theoretical to the practical, these strands are combined into a cohesive whole.The underlying premise is that the best way to develop an understanding of a participatory approach is to engage in it. Throughout the book, readers are asked to apply problem-posing--a learning process that begins with naming issues, reflecting on them and possible solutions, and acting upon ones ideas. Questions addressed include:*What is the nature of process over product?*Is a new definition of effective instruction necessary?*What are the factors that can affect second language acquisition?*What do teachers believe about effective language instruction?*What do students believe about effective language instruction?*What makes pedagogy effective?*How do teachers and students relate in the classroom?*What does instruction mean for students?*How can effective praxis be adapted to various contexts?Each chapter includes Pre-Reading Questions, Post-Reading Questions, a topic for a Reflective Journal, and Follow-Up Activities. These provide opportunities to enhance comprehension of the material, to co-construct new knowledge with classmates, and to review personal beliefs and ideas in an effort to modify or reinforce them in ones own developing model for effective language instruction.