Humanising Language Teaching
Year 5; Issue 4; July 03

Short book notices from The Teacher Trainer

Here we re-publish the short book notices from The Teacher Trainer, 17/1, with kind permission of the editor , Tessa Woodward. Why not visit the TTT website- it's a delight: www.tttjournal.co.uk

The following thumbnail sketches of books are written to save you time. By reading the swift descriptions below we hope you will know if the books are useful in your setting or not.

Teacher education, dilemmas and prospects Ed. Elwyn Thomas (2002) Kogan Page ISBN 0-7494-35747. In this hardback “World yearbook of education”, 23 contributions by authors from all over the world are grouped under sections: control of teacher education by the state, change and reform in teacher education, cultural perspectives, training challenges, ongoing projects. Some interesting cameos from different countries.

Continuing professional development Ed. Julian Edge (2002) IATEFL ISBN 1-901095-06-1. An un-analysed, common-sense idea of CPD runs through this pocket sized collection of twelve papers ranging from, Why develop? through What I learned from being TESOL president, to TRUST: a management perspective. Pop it in your bag next time you travel.

A consultancy approach for trainers and developers second edition by Ken Phillips and Patricia Shaw (1998) Gower ISBN 0-566-07937-2. Written to help trainers within all kinds of organisations to plan their own professional development. Three paths are described with case studies to move business trainers towards a consulting, learning, change- oriented style of work.

Trainer assessment by Leslie Rae (2002) Gower IASBN 0-566-08457-0. A change to in-company, on the job, self- development learning has lead the business trainer to use active participatory multi- skill, learning opportunities rather than chalk and talk. Assessment of trainers thus has to change too. This guide contains checklists, questionnaires and inventories for use in clarifying training needs and pinpointing trainer skills and weaknesses.

The theory and practice of teaching Ed. Peter Jarvis (200) Kogan Page ISBN 0-7494-3416-4. A multi-disciplinary perspective on interpersonal methods in teaching and lecturing in schools, higher, further and adult education. Seventeen authors mostly from the University of Surrey, deal with topics such as ethics, radical and feminist pedagogy, teaching styles, the Socratic method, mentoring and assessment.

Researching teaching, methodologies and practices for understanding pedagogy Ed. John Loughran (1999) Falmer ISBN 0-7507-0947-2. This book is an attempt to reframe our understanding of taken- for- granted notions of researching teaching, through sections on researching through pedagogy, through collaboration and through context. Thirteen chapters by different authors. Read it before you start your M.Phil or Ph.D!

Techniques and principles in language teaching by Diane Larsen-Freeman second edition (2000) OUP ISBN 0-19-435574-8. A study of methods is invaluable in teacher education as it helps teachers to become aware of where they stand, their repertoire and choices and how they think about learning and teaching. This updated study of methods (such as TPR, CLL, TBL, Multiple intelligences) is well-written, concise, and contains useful reading references and effective, reflective tasks. Recommended.

Teaching English as an international language Sandra Lee McKray (2002) OUP ISBN 0-19-437364-9. Provides an accessible over view of definitions of English as an international language, native and bi-lingual speakers, standards of English, the role of culture appropriate methodologies and a re-think of the assumptions underlying much English teaching in the USAS.

The English language teacher's handbook, how to teach large classes with few resources by Joanna Baker and Heather Westrup (2000) Continuum with VSO ISBN 0-8264-4787-2. This book reflects the learning and experience of the organisation Voluntary Service Overseas' teachers and their national colleagues in a wide range of developing countries and in E. Europe. A no-nonsense, realistic attempt to use PPP and skills lessons via interesting activities doable in tightly constrained situations. Sections also on testing, class organisation, pair and group work and using the blackboard.

Teaching large multilevel classes by Natalie Hess (2001) CUP ISBN 0-521-667852. Over a hundred mainstream recipes for name learning, learning about students, motivating, group work, establishing routines and personalising in multilevel classes.

Learning strategies in foreign and second language classrooms by Ernesto Macaro (2001) continuum ISBN 0-8264-5135-7. This book contains a number of practical steps and strategies to help language students to learn how to learn. It is aimed at teachers, learners, researchers and teacher trainers/educators who still have contact with classes. It encourages teachers to undertake a learning programme themselves too. It uses menus at the start of chapters, reflection boxes, reader tasks and an action research cycle to deal with learner and teacher strategies, ways of investigating learners, intervention and other studies and learner training. Interesting.

Emotional intelligence in everyday life Ed J. Ciarrochi et al (2001) Taylor and Francis ISBN 1-84169-028-7. The notion of EI-the ability to perceive, understand and manage emotions- has become very popular recently. This book attempts to review scientific research on the definitions, measurement, and significance of EI in relationships, illness, education and work.

The emotionally intelligent lecturer by Alan Mortiboys (2002) SEDA ISBN 1-902435-17-6. This booklet looks at the meaning, significance and application of the notion of EI for the lecture working in higher education. It is in four parts that can be read in any order. The first draws on literature and research to make the case for the need to address the role emotions play in higher education The second considers objections to the development of EI. The third provides some activities and approaches for use in HE and the fourth asks questions about the future of the lecturer's role.