Ensenanza De Idiomas

Teaching English as a Second or Foreign Language (3rd Edition)
March 2002 — Volume 5, Number 4
Teaching English as a Second or Foreign Language (3rd Edition)
Marianne Celce-Murcia, Editor. (2001)
University of California, Los Angeles.
Boston, MA: Heinle & Heinle.
Pp. xii + 584
ISBN 0-8384-1992-5 (paper) US $45.95

Teaching English as a Second or Foreign Language in its third edition,was primarily designed as a textbook for pre-service TESL/TEFL courses. The book can also be used in other ways, for example as a reference book and handbook for individual teachers to explore on their own and a sourcebook for teacher trainers. I would select this text as the essential starting point for teachers new to the field who wish to gain an overview of theory and practice.

It hasseveral features that I feel make it an excellent text for teacher trainers who want to keep up with developments in the field, and stay informed about predominant theories. Its main use is likely to be as a core textbook on formal pre-service and in-service training courses.

Throughout, it encourages teachers to reflect on issues in language teaching and learning on the basis of the specialists’research in the field.

Teaching English as a Second or Foreign Language, also known as “The Apple Book”, is an anthology book; personal contributions from more than forty acknowledged specialists in the field provide a variety of perspectives. This third edition covers more topics and has more contributors than the previous ones. As the editor states, “sixteen of the chapters appearing in thisthird edition are revised and updated versions of chapters in the second edition¹ and the revisions have been substantial. . . ten chapters have been completely rewritten and the remaining ten chapters¹ appear for the first time in this edition” (vii). All this contributions primarily are focused on the learner, but none of them avoids the fact of socio-cultural, socio-political and sociolinguisticinfluences (such as increased globalization and the development of “world Englishes”) which will cause them to reconsider long-held views about language and language teaching.

The structure of the volume is straightforward and serves the reader well. All chapters of the book have the same structure. The volume is also unified by consistent underlying theoretical concerns and was previewed as awhole; authors constantly address readers to other chapters related to their topic for further reading: “(see the chapter by. . . in this volume)” (p. 10).

The goal of the book is “to maintain a balance between theory and practice” (vii). The book offers, on the one hand, background information about present and past approaches and on the other hand, resources for teachers and useful informationfor the classroom teacher.

Each chapter begins with and “introductory task” which invites readers to focus their attention on the area to be considered. Each chapter concludes with, suggested activities, discussion questions and web sites for additional information on the topics and further reading; many of these activities are based on real examples of ESL/EFL teaching contexts and can beexploit in training courses. Some chapters add tables and endnotes. The last part of the book lists useful references and ends with an index; the index lists words in alphabetical order, as well as the page on which they are introduced. [-1-]

The volume consists of five units in addition to a foreword. The editor, Marianne Celce-Murcia, provides a foreword that serves to introduce the volume. Thisis followed by chapters presented as units.

Unit 1, which regroups all of the papers dealing with Teaching Methodology: Five chapters addressed to those interested in Language Teaching Approaches, CLT, ESP and Syllabus Design;
Unit 2 which regroups those papers concerned with Language Skills: Fourteen chapters covering the four skills, grammar and vocabulary;
Unit 3 regroups papers which...