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Books Received
Updated 12 March 2002
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Webster, Megan & DeFilippo, Judy. (1999). So to Speak 1 & 2 : Integrating Speaking, Listening, and Pronunciation Boston: Houghton Mifflin. ISBN 0-395-87383-5 (Vol. 1) (paper). Pp. xx + 117. ISBN 0-395-87406-8 (Vol. 2) (paper). Pp. xvii + 126.
So to Speak is a complete two-volume oral communication series designed to integrate speaking, listening, and pronunciation for the high-beginning to low-intermediate levels. The series promotes oral fluency through a wide range of accessible topics and engaging student-centered activities.
Auerbach, Elsa. Ed. (2002). Community Partnerships.. Alexandria, VA: TESOL. ISBN 0-939791-99-4 (paper). Pp. 186. US$29.95 (member US$25.95)
Schools, government departments, and universities have been engaged for years in collaborative projects within their communities. This new volume makes the stories of their successes available to the public. Authors write from teaching contexts in New Zealand, North America, South Africa, and England. Their 13 accounts show how plans to teach English to families, workers, students, new settlers, and long-term residents gradually emerged as satisfying community partnerships. These partnerships suggest a new way of framing success: Rather than mastering skills or making gains in test scores, success is measured by the extent to which the partnership is able to engage people in contributing to the common good. The focus is on how the collective efforts of participants strengthen the community as a whole.
Davidson, Fred and Lynch, Brian. (2001). Testcraft: A Teacher's Guide for Writing and Using Language Test Specifications. New Haven: Yale University Press. ISBN: 0-300-09006-4. Pp. 160. US $25.00
Testcraft invites all language educators to participate in the craft of test development and shows them how to go about it. See http://www.yale.edu/yup/books/090064.htm
Hinkel, Eli (2002). The Second Language Writers' Text: Linguistic and Rhetorical Features. Mahwah, NJ: Lawrence Erlbaum. ISBN 0-8058-4033-8 (paper). Pp. xx + 370. US $39.95. (also available in cloth, US $89.95.
This comprehensive and detailed analysis of second language writers' text identifies explicitly and quantifiably where their texts differ from those of native speakers of English. The book is based on the results of a large-scale study of university-level native-speaker and non-native-speaker essays written in response to six prompts. Specifically, the research investigates the frequencies of uses of 68 linguistic (syntactical and lexical) and rhetorical features in essays written by advanced non-native speakers compared with those in the essays of native speakers enrolled in first-year composition courses. See : http://www.erlbaum.com/Books/searchintro/BookDetailscvr.cfm?ISBN=0-8058-4033-8
Johnson, Marysia. (2001). The Art of Nonconversation: A Re-Examination of the Validity of the Oral Proficiency Interview. New Haven: Yale University Press. ISBN: 0-300-09002-1. Pp. 200. Us $30.00
The Art of Nonconversation by Marysia Johnson examines the components of speaking ability and asks whether the Oral Proficiency Interview is a valid instrument for assessing them. See http://www.yale.edu/yup/books/090021.htm
Pappas, Christine C., & Zecker, Liliana Barro (2001). Transforming Literacy Curriculum Genres: Working With Teacher Researchers in Urban Classrooms. Mahwah, NJ: Lawrence Erlbaum. ISBN 0-8058-2401-4 (paper). Pp. xii + 349. US $45.00.
In this volume, university researchers and urban elementary teacher researchers co-author chapters on the teachers' year-long inquiries on a range of literacy topics that they conducted as part of a collaborative school-university action research project. Central to this project were the teacher researchers' attempts to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and their finding that their inquiry efforts resulted in developing more collaborative styles of teaching. The researchers analyzed classroom discourse to study and document the teachers' efforts to make changes in the locus of power in literacy teaching and learning.
Reagan, Timothy G., and Terry A. Osborne (2002). The Foreign Language Educator in Society: Toward a Critical Pedagogy. Mahwah, NJ: Lawrence Erlbaum. ISBN 0-8058-3592-X (paper). Pp. xiv + 185. US $24.50.
This text brings together two significant domains of educational practice -- foreign language education and critical pedagogy -- linking them in a way that can help foreign language editors develop a critical awareness of the nature, purposes, and challenges facing foreign language pedagogy. This text is intended for foreign language education programs at all levels, as well as courses in critical pedagogy, critical language awareness, sociolinguistics, and social and cultural foundations of education. See : (http://www.erlbaum.com/Books/searchintro/BookDetailscvr.cfm?ISBN=0-8058-3592-X
McCarty, Teresa L. (2002). A Place to be Navajo: Rough Rock and the Struggle for Self-Determination in Indigenous Schooling. Mahwah, NJ: Lawrence Erlbaum. ISBN 0-8058-3761-2 (paper). Pp. xxi + 229. US $24.95. (also available in cloth, US $49.95.
A Place to be Navajo is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School. Rough Rock was the first to teach in the Native language and to produce a body of quality children's literature by and about Navajo people. These innovations have positioned the school as a leader in American Indian and bilingual/bicultural education and have enabled school participants to wield considerable influence on national policy. See : http://www.erlbaum.com/Books/searchintro/BookDetailscvr.cfm?ISBN=0-8058-3760-4
Oxford, Rebecca, Series Ed., and Sokolik, M. E., Reading Ed. (2000). Tapestry: Reading. Book 1: Guleff, Virginia L., Sokolik, M. E., and Lowther, Carolyn. Book 2: Ryall, Michael. Book 3: Fellag, Linda Robinson. Book 4 (Rev. Ed. of Global Views): Sokolik, M. E. Boston, MA: Heinle & Heinle.
Stebert, Anne (2000). Celebrating American Heroes: Plays for Students of English. Brattleboro, VT: ProLingua.
Fox, Roy F. (Ed.) (2000). UpDrafts: Case Studies in Teacher Renewal. Urbana, IL: National Council of Teachers of English.
Jago, Carol (2000). Alice Walker in the Classroom: "Living by the Word" (The NCTE High School Literature Series). Urbana, IL: National Council of Teachers of English.
Kingen, Sharon (2000). Teaching Language Arts in Middle Schools: Connecting and Communicating. Mahwah, NJ: Lawrence Erlbaum.
Pappas, Christine C., and Zecker, Liliana Barro (2001). Transforming Literacy Curriculum Genres: Working With Teacher Researchers in Urban Classrooms. Mahwah, NJ: Lawrence Erlbaum.
Schwarzer, David. (2001). Noa's Ark: One Child's Voyage into Multiliteracy. Portsmouth, NH: Heinemann Boynton/Cook. ISBN 0-325-00279-7 (paper). Pp. xii + 100. US $12.00.
Trumbull, Elise, Rothstein-Fisch, Carrie, Greenfield, Patricia M., & Quiroz, Blanca (2001). Bridging Cultures between Home and School: A Guide for Teachers. Mahwah, NJ: Lawrence Erlbaum.
Brentari, Diane (Ed.). Foreign Vocabulary in Sign Languages. Mahwah, NJ: Lawrence Erlbaum. ISBN 0-8058-3208-4 (cloth). Pp. xx + 186. US $49.95 (special prepaid price, $24.50).
Nelson, Keith E., Aksu-Koç, Ayhan, & Johnson, Carolyn E. (Eds.) (2001). Children's Language, Vol. 10. Mahwah, NJ: Lawrence Erlbaum.
Nelson, Keith E., Aksu-Koç, Ayhan, & Johnson, Carolyn E. (Eds.) (2001). Children's Language, Vol. 11. Mahwah, NJ: Lawrence Erlbaum.
Nieto, Sonia (Ed.) (2000). Puerto Rican Students in U.S. Schools. Mahwah, NJ: Lawrence Erlbaum.
Christian, Donna, & Genesee, Fred (Eds.) (2001). Bilingual Education. Alexandria, VA: TESOL.
Snow, Marguerite Ann, Ed. (2000). Implementing the ESL Standards for Pre-K-12 Students Through Teacher Education. Alexandria, VA: TESOL.
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