TESOL: A Guide

Jun Liu is Professor of Applied Linguistics and Associate Provost for International Initiatives at Georgia State University, USA.Cynthia M. Berger is a PhD student in the Department of Applied Linguistics & ESL at Georgia State University, USA.

• Table of ContentsAcknowledgementsTable of ContentsForeword (TBT)Preface1. Introduction: What is TESOL?1.1 The Three Dimensions of TESOL1.1.1 TESOL as a Profession 1.1.2 TESOL as a Field of Study 1.1.3 TESOL as an International Association1.2 The TESOL Study: A Historical Perspective1.2.1 Methodology1.2.2 Findings1.2.3 Emergent Issues1.2.4 The Habits & Abilities of a Future TESOL Professional2. TESOL as a Profession2.1 Introduction: What is the TESOL Profession?2.2 Certificate Programs2.2.1 Common Certificates2.2.2 Endorsement Certificates2.3 Degree Programs 2.3.1 Bachelor of Arts or Science in TESOL2.3.2 MA or MED in TESOL2.3.3 PhD in TESOL2.4 Standards 2.4.1 What are TESOL Standards?2.4.2 TESOL International Association Standards2.4.3 A Proposed Framework of Standards for Teachers of English in ESL/EFL Settings 2.5 Professional Development 2.5.1 What is Professional Development?2.5.2 What are the Purposes of Professional Development?2.5.3 What is Reflective Teaching? Critical Reflection?2.5.4 How can I Learn from Colleagues?2.5.5 How can I Acquire New Knowledge?2.5.6 How can I Solve a Particular Problem in the Classroom?2.5.7 How can I Keep my Skills Current with Advances in Technology and/or Changes in the Field?2.5.8 How can I Advance my Career?2.5.9 How can I Prevent Burnout, Feel Less Isolated, and/or Find Fulfillment in my Work?2.5.10 Graduate Student Professional Development3. TESOL as a Field of Study3.1 TESOL Research3.1.1 What is TESOL Research?3.1.2 What are Some Characteristics of TESOL Research?3.1.3 What are the Steps in Doing TESOL Research?3.1.4 What is the TESOL Research Agenda?3.2 TESOL Research Methodology3.2.1 TESOL Methodological Considerations3.2.2 TESOL Research Methodological Options3.2.3 Action Research as a TESOL Research Methodological Option3.2.4 The Uniqueness of TESOL Research as a Methodological Option3.3 Pertinent Issues in TESOL 3.3.1 Communicative Competence 3.3.2 Affective Variables 3.3.3 The Role of Grammar 3.3.4 The Role of Technology 3.3.5 English as a lingua franca (ELF), English as an International Language (EIL), and World Englishes (WE)3.3.6 Non-native English Speakers in TESOL3.3.7 Teacher Education and Development3.3.8 Multilingualism and Multiculturalism3.3.9 Teaching English to Younger Learners (TEYL)3.3.10 Assessment and Testing 4. TESOL as a Professional Association4.1 Evolution of TESOL as an International Association4.1.1 History of TESOL: An interview with James Alatis4.1.2 Reflections of Leaders of TESOL 4.2 The Scope of TESOL International Association Today4.2.1. TESOL Membership4.2.2 TESOL Governance 4.2.3 TESOL Standing Committees4.2.4 TESOL Interest Sections4.2.5 TESOL Affiliates4.2.6 TESOL Advocacy4.2.7 TESOL Staff Office4.3 Resources of TESOL International Association4.3.1 TESOL Conventions4.3.2 TESOL Symposia4.3.3 TESOL Academies4.3.4 TESOL Position Statements, Professional Papers, and Briefs4.3.5 TESOL Publications4.3.6 TESOL Community4.3.7 TESOL Resource Center4.3.8 TESOL Webinars and Online Courses4.3.9 TESOL Awards and Grants 5. TESOL Resources5.1 Common TESOL Acronyms and Initialisms5.2 TESOL-Related Professional Associations5.3 TESOL Job Market and Job Placement Eesources5.4 TESOL Research Outlets5.5 Web Resources for TESOL5.5 TESOL-Related Terminology 6. References7. Index