1
BENEMÉRITA Y CENTENARIA ESCUELA NORMAL
DEL ESTADO DE SAN LUIS POTOSÍ
WORKSHOP – COURSE VI
TABLE OF CONTENTS
Introduction 3
Learning intentions 4
Organization of contents 4
General teaching guidelines 13
Evaluation 15
INTRODUCTION
Nowadays there are many people who speak English and communicate with others, but they lack of linguistic and pedagogic elements so as to be able to share their knowledge. That is why that having the ability to communicate in English does not mean that the person has the faculty to teach the language to other people.
At a national level as well as in the state, the percentage of certified English teachers is very low. This does not guarantee that the educational quality and the number of people wanting to learn English increases everyday. So, it is required that the future teachers have the teaching tools that respond to the needs the society has as to learn the English language, which is considered indispensable for personal and professional preparation.
When an English teacher has a certification, the student is being taught by a professional. That is why this workshop-course focuses on the future teacher’s preparation for the TESST certification, which is an evaluation tool that is recognized at an international level. It is external, trustable, and unique. It measures knowledge, competences, and abilities that are considered essential for a teacher who gives ESL (English as a second language) or EFL (English as a foreign language) classes to Hispanic speakers in a professional way. It is issued by College Board Puerto Rico and Latin America. This institution created the certification and it certifies the person in case he gets a passing score.
Due to the different and many topics that are seen throughout the Mayor, and their coincidence with the topics that are evaluated in the TESST, the teaching intentions of the current workshop course intend to offer the student a review of the relevant topics they saw and their relation with the contents of the international certification, and to give him the tools, competences, abilities and linguistic and pedagogic strategies that are needed to present it, with the purpose of enriching their future professional practice in an assertive and effective way, preparing the student to be competitive and innovative in his teaching practice, facing a changing and globalized world, and contributing to improve English teaching quality in the place he lives.
The same way it is happening in important countries, where they prefer certified products, teaching English in Mexico needs to have certified people so as to be able to share their knowledge in the best way, and to make more Hispanic speakers learn the language for their personal and professional growth, which, without a doubt, will benefit our country.
The preparation for international certification TESST workshop- course is organized in the following blocks:
Block I: Linguistics
Linguistic differences between the mother tongue and English will be recognized, in order to make the correct use and transmission of grammar knowledge.
Block II: The written text
Topics related to the written skill will be reviewed: their correct usage, writing, style, content, and quality in English language, from simple to complex texts.
Skills related to the language rules, phonological, lexical, and structural aspects will be developed through the listening comprehension, increasing vocabulary and becoming aware of the importance of reading in English.
Block IV: TESL (Teaching English as a second language): Theory, principles, and methodology. Topics related to the importance in the acquisition and development of language, as well as approaches and teaching techniques that promote teaching innovation will be reviewed.
LEARNING INTENTIONS
The main purpose of the current workshop- course, is to prepare the future teacher to present the TESST, giving him pedagogic and linguistic tools he needs in order to get the certification, having critical and pro- positive teachers, through the revision of relevant topics of the major.
The main purposes of the current workshop- course express the expected intentions and goals from the students who study it. They are the base to define the competences that will help the English teachers through the teaching intervention.
These purposes, as a guide of the pedagogic process, are helped by daily activities at school, in the classroom, in the family and in their social life, promoting a respectful educational environment, with interaction and co- learning, recognizing the linguistic, cultural, ethnic, and social variety that characterizes our country and our state, but at the same time, facing a globalized world that demands a personal and professional preparation in English language, as well as the individual characteristics of the students in their different stages and learning needs.
It is intended that the students who take this workshop- course, live, learn, and share experiences that contribute to their development and learning process and promote their teaching future at the same time.
ORGANIZATION OF CONTENTS
The current workshop- course has four blocks.
Within the first block, issues related to the grammar structure are addressed. As long as the students know, comprehend, and make use of the main English structures, reading and listening abilities, as well as oral production will occur more easily.
The main purpose of the first block is that by the end of it, the students:
Block I: Linguistics
The specific purposes of the first block are that the students:
Analyze, comprehend and make use of correct phrases and sentences, by knowing their meaning and correct application of the sentence elements, and reviewing theories related to grammar, semantics, and morphology in English.
Adopt a critical attitude to compare English with their mother tongue when using basic idiomatic expressions in English: its lexical and syntactic variations, false cognates, and translation as well as their written application.
Assess the significance of the phonetic symbols so as to pronounce English words correctly.
Differ between mother tongue and English characteristics.
Comprehend the importance of interpersonal relations in to the trans cultural context Understand the importance of interpersonal relationships in a cross-cultural context,
approaching an environment that lets experience them as far as possible, and recognizing social diversity and lifestyles.
Thematic content
I. Syntax: Grammatical Structure, Theory, and Usage 1. Sentence Grammar
2. Phrase Structure (including tree diagrams) 3. Clauses
4. Nouns 5. Pronouns 6. Verbs 7. Adjectives 8. Adverbs 9. Prepositions 10. Quantifiers
11. Grammatical Theory
II. Morphology and Semantics 1. Morphemes and allomorphs
2. Word formation, morpheme identification, related meaning 3. Synonyms
4. Antonyms 5. Homonyms
4. Idiomatic expressions 5. Paraphrases
6. Ambiguity
7. Anomaly and grammaticality 8. Metaphors
9. Presuppositions
b. long vowels c. diphthongs d. diagrams
2. Suprasegmental elements: fluency, intonation, rhythm, etc. 3. Phonemes
4. Allophones 5. Minimal Pairs 4. Phonetic alphabet a. Knowledge b. Practice
IV. Comparative Analysis of English and Spanish 1. Basic syntax and verbal forms
2. Complex noun phrase
3. Verb phrase complementation 4. Syntactic and lexical variances
5. Morphological characteristics and lexical differences including false cognates 6. Phonological/Pronunciation Transfer
7. Cross-cultural understanding and cultural awareness
Basic Bibliography
Crawford, J. (2004) “Educating English learners: Language diversity in the classroom”. Los Angeles, CA: Bilingual Education Service.
Finegan, E. (2003) “Language: Its structure and use”. Boston, MA: Heinle and Heinle.
Freeman, D.E., & Freeman, Y.S. (2004) “Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, and grammar”. Portsmouth, NH: Heinemann.
Nash, R. (2000). Comparing English and Spanish: Patterns in phonology and Orthography. (2nd Ed.) San Juan, PR: Parallexicon.
Websites
http://www.answers.com/topic/transformational-grammar#Grammatical_theories http://www.fonetiks.org/engsou5ca.html
http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=5189 http://club.telepolis.com/phonetics/objetivos.html
http://www.stuff.co.uk/calcul_nd.htm
http://angli02.kgw.tu-berlin.de/html/morpholo.html/ma01.html#RTFToC3
http://www.google.com/search?hl=es&ei=5q1DS7qxKIvQsQOy9JDBBw&sa=X&oi=spell&resnum =0&ct=result&cd=1&ved=0CBQQBSgA&q=syntax+tree+diagrams&spell=1
http://www.rhlschool.com/eng3n26.htm
Block II: The written text
A good or bad written domain can decisively condemn the success or failure of our professional activity, whether it is academic or not.
The main purpose of this second block is that by the end of it, the students:
Learn to express themselves in a written form, with the correct structure, style, content, and quality in the language they will be teaching, from simple sentences to more complex phrases and paragraphs, giving authority and prestige to their written work.
Objectively analyze the congruence, logic, and organization of a well structured written text, so as to write phrases, sentences, paragraphs, with an appropriate language, making use of rules, spelling and punctuation, to optimize its reading.
Know the meaning of words that will be used when writing a text, as well as their modifications through time, and even their new meanings.
Differ between the characteristics and the structure of several types of texts and learn to use them as a written expression evaluation tool.
Acquire confidence to express in the English written language, enriching their vocabulary.
Thematic content
I. Analysis of Expository Writing 1. Coherence
2. Logical development 3. Organizational patterns 4. Types of paragraphs
II. Essay writing
1. Content and organization 2. Language control 3. Writing conventions
a. Spelling b. Punctuation c. Capitalization d. Grammar e. Paragraphing.
4. Semantics
5. Characteristics and structure of different types of texts a. Use of different types of texts in essay writing b. Use of different types of texts as an evaluation tool
Recount Report Explanation Procedure Persuasion
Basic bibliography
Casanave, C.P. (2003) “Controversies in second language writing: Dilemmas and decisions in research and instruction”. Ann Arbor, MI: University of Michigan Press.
Frodesen, J., & Holten, C. (2005). ”The power of context in language teaching and learning”. Boston, MA: Heinle and Heinle.
Hyland, K. (2003) Second language writing. Cambridge, UK: Cambridge University Press. Jarvis, D.J. (2002, July).The process writing method. The Internet TESL Journal, 8 (7).
Kroll, B. (2003).Exploring the dynamics of second language writing. Cambridge, UK:Cambridge University Press.
Peregoy, S.F., & Boyle,O.F. (2004). Reading, writing, & learning in ESL: A resource book for K-12 teacher. Boston, MA: Allyn & Bacon.
Rubin, R., & Carlan, V. (2005, May).Using writing to understand bilingual children's literacy development.The Rea ding Teacher, 58(8), 728–739.
Websites
http://iteslj.org/Techniques/Jarvis-Writing.html
http://www.wallerscote-community-school.co.uk/07bWritingTestTextTypes.pdf http://www.yourdictionary.com/library/ling003.html
http://www.learnenglishfeelgood.com/eslvideo/ http://lklivingston.tripod.com/essay/
http://esl.about.com/od/writinginenglish/English_Writing_Skills_Letters_Resumes_and_Writing _Style.htm
http://bogglesworldesl.com/creativewriting.htm http://www.englishclub.com/writing/index.htm http://www.rong-chang.com/writing.htm
Block III: Listening and reading comprehension practice
Listening comprehension is very important. It precedes English production in a logical and chronological way. It also has purposes, functions, and specific characteristics, which are essential for language comprehension.
The main purpose of this third block is that by the end of it, the students:
Internalize the, phonological, lexical and structural rules of language through listening, developing this skill for personal and academic purposes, increasing their vocabulary and being aware of reading as an intellectual activity to promote and develop their cognitive ability in English through several kinds of texts, which will give them tools to share knowledge, experience, habit and taste for reading with their future students.
It is intended that by the end of the third block of this workshop - course the students:
Understand a message in the English language and acquire the ability to listen carefully, by discriminating among different sounds in order to understand what is being listened, and increasing their vocabulary words and meanings that were unknown before. Establish a connection between what they hear and what is already known, making
assumptions and inferences, and getting to the correct answer through understanding, interpretation and intention of what is being heard.
Adopt the habit of reading, getting to understand a specific text, identifying and including both main ideas and secondary ideas of a text.
Thematic content
* Listening comprehension
I. Rejoinder II. Dialogue
III. Extended discourse
* Reading comprehension and literary appreciation
I. Reading modalities 1. Overall silent reading 2. Selective reading 3. Exploratory reading 4. Slow reading 5. Informative reading
II. Reading abilities 1. Skimming 2. Scanning
3. Extensive reading 4. Intensive Reading
III. Literary genres and their elements 1. Poetry and elements
2. Narrative fiction and elements 3. Drama and elements
4. Essay and elements 5. Different types of texts
Basic bibliography
Chang, Auna C., & Read, J. (2006) “The effects of listening support on the listening performance of EFL learners”. TESOL Quarterly.
Helman, L. A. (2005) “Using literacy assessment results to improve teaching for English-language learners”. The Reading Teacher.
Major, R.C., Fitzmaurice, S.F., Bunta, F. & Balasubramanian, C. (2002) “The effects of nonnative accents on listening comprehension: Implications for ESL assessment”. TESOL Quarterly. Nilsson, N. L. (2005). “How does Hispanic portrayal in children's books measure up after 40 Years?” The Reading Teacher.
Pardo, L. S. (2004). “What every teacher needs to know about comprehension”. The Reading Teacher.
Peregoy, S.F., & Boyle,O.F. (2004) “Reading, writing, & learning in ESL: A resource book for K-12 teacher”. Boston, MA: Allyn & Bacon.
Schleppegrell, M.J., & Colombi, C. (2002) “Developing advanced literacy in first and second languages: Meaning with power”. Mahwah, NJ: Erlbaum.
Websites
http://club.telepolis.com/phonetics/
http://bibliotecadigital.conevyt.org.mx/colecciones/documentos/somece/79.pdf http://www.esl-lab.com/
http://www.englisch-hilfen.de/en/exercises_list/hoeren.htm http://pagesperso-orange.fr/michel.barbot/hotpot/cohome.htm http://revista.inie.ucr.ac.cr/articulos/1-2005/articulos/comprension.pdf http://www.utp.edu.co/~chumanas/revistas/revistas/rev19/gonzalez.htm
Block IV: TESL (Teaching English as a Second Language): Theory, principles, and methodology.
Nowadays, both, our country and our state need teachers who participate in an active way in the teaching – learning English processes, and who have, at the same time, the ability to foresee their preparation and class teaching, designing good study programs and lesson plans. The main purpose of this fourth block is that by the end of it, the students:
Become familiar with the basic theories in the areas of acquisition and language development and educational approaches and techniques, knowing how to develop plans, designing and evaluating the learning material for their future students with innovative classes, according to the demands of the world today.
It is intended that by the end of the fourth block of this workshop - course the students:
Grow and develop the profession of teaching English, being able to assume different roles in class and in other activities, and to work in collaboration, by solving conflicts and using reflection and creativity, knowing that these types of activities will be shared in the class when he becomes a teacher.
Improve the quality of teaching and learning of English as a second language as future teachers of San Luis Potosi, respecting the language and culture of each individual, helping to train people to compete in the desired areas.
Help the student, as a future English teacher to be as close as it is possible to bilingualism, and therefore, to promote ESL.
Develop activities in second language teaching, getting the students closer to English language cultures, such as the American and the British.
Develop emotions, by working on the student’s self-esteem and confidence when learning English.
Sensitize the student regarding the importance of physical development, including activities in English that are related to health awareness, self care and exercise.
Encourage students with their future social development through communication skills in English, driving sense of independence and responsibility.
Know, think and make correct use of current materials to make English learning easier in its four skills.
Get the students closer to technology as part of their intellectual development and language learning, using multimedia exercises and researching information online, with the teacher´s support, supervision and ethics.
Take the needed values and principles for community life and the problems that our world lives, and to share with their future students both, English, and love for their world and nature.
Thematic content
I. Second language acquisition 1. Terminology
2. Theory
II. ESL and TFL Methodology
1. Criteria for selection of methodology 2. Approaches, methods, and techniques
III. Curriculum Development 1. Definitions
2. Process of curriculum development 3. Curriculum models
IV. TESL/ TEFL Materials 1 Co-curricular activities 2. Realia
3. Didactic aids
4. Technology in the classroom 5. Exams and evaluation
Bibliography
Bogaards, P., & Laufer, B. (2004) “Vocabulary in a second language: Selection, acquisition, and testing”. Philadelphia: John Benjamins.
Block, D. (2003) “The social turn in second language acquisition”. Washington, DC: Georgetown University Press.
Brown, H.D. (2007) “Principles of language learning and teaching”. White Plains, NY: Longman.
Brown, H.D. (2003) “Language assessment: Principles and classroom practice”. White Plains, NY: Longman.
Brown, H.D. (2001) “Teaching by principles: An interactive approach to language pedagogy”. White Plains, NY: Longman.
Brown G. & Yule G. (1983) “Teaching the Spoken Language”. Cambridge language teaching library.
Chance, P. (1986) “Thinking in the classroom: A survey of programs”. New York: Teachers College, Columbia University
Chapelle, C.A. (2003) “English language learning and technology: Lectures on applied linguistics in the age of information and communication technology”. Philadelphia: John Benjamins. Cook, V.J. (2002) “Portraits of the L2 user” .Clevedon, England: Multilingual
Dimroth, C., & Starren, M. (2003) “Information structure and the dynamics of language acquisition” .Philadelphia: John Benjamins.
Doughty, C., & Long, M.H. (2003) “Handbook of second language acquisition”. Malden, MA: Blackwell.
Drake, S.M., & Burns, R.C. (2004) “Meeting standards through integrated curriculum”. Alexandria, VA: Association for Supervision and Curriculum Development
Edwards, B. (2002) “Program evaluation: English as a second language”. Schaumburg, IL: National Study of School Evaluation.
Ellis, R. (2005). “Planning and task performance in a second language”. Philadelphia: John Benjamins.
Ellis, R. (2003). “Task-based language learning and teaching”. Oxford: Oxford University Press.
Hinkel, E. (2002) “New perspectives on grammar teaching in second language classrooms”. Mahwah, NJ: Lawrence Earlbaum Associates.
Hughes, A. (2002) “Testing for language teachers”. Cambridge, UK: Cambridge University Press.
Krashen, S.D. (2003) “Explorations in language acquisition and use”. Portsmouth, NH:Heinemann.
Krashen, S.D. (1998) “Foreign language education: The easy way”. Calver City, CA: Language Education Associates.
Leaver, B.L., & Willis, J.R. (2004) “Task-based instruction in foreign language education. Practices and programs”. Washinton, DC: Georgetown University Press.
Madeus, G.F., & Stufflebeam, D.L. (1989) “Educational evaluation: The works of Ralph Tyler”. Boston, MA: Kluwer Academic Press
Popham, J. (2003). “Test better, teach better: The instructional role of assessment.” Alexandria, VA: Association for Supervision and Curriculum Development.
Richards, J. C., & Renandya, W.A. (2002) “Methodology in language teaching: An anthology of current practice”. Cambridge, UK: Cambridge University Press.
Robbins, D. (2003) “Vygotsky's and A.A. Leontiev's semiotics and psycholinguistics: Applications for education, second language acquisition, and theories of language”. Westport, CT: Praeger.
Royce, T. (2002) “Multimodality in the TESOL classroom: Exploring visual- verbal synergy”. TESOL Quarterly.
Smith, P.G., Griffin, P., & Martin, L. (2004) “Profiles in English as a second language”. Portsmouth, NH: Heinemann.
Solter, S.W. (2003) “Dual language: Teaching and learning in two languages”. Boston, MA: Allyn and Bacon.
Websites
http://www.criticalthinking.org/files/educador%2016%2017.11%20baja.pdf http://www.eslminiconf.net/feb2003/gabrielatos.html
http://www.vocaldevelopment.com/
http://everything2.com/index.pl?node_id=1750952
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm http://www.englishraven.com/method_PPP.html
http://www.pbs.org/parents/childrenandmedia/tvmovies-teens.html
http://www.timothyjpmason.com/WebPages/LangTeach/Licence/CM/OldLectures/L1_Introducti on.htm
http://www.blogthings.com/areyourightorleftbrainedquiz/ http://web2.uvcs.uvic.ca/elc/studyzone/index.htm
http://bibliotecadigital.conevyt.org.mx/colecciones/documentos/somece/79.pdf http://www.languageimpact.com/articles/rw/krashenbk.htm
http://www.slideshare.net/ddeubel/ellis-task-based-language-teaching-korea-2006/
GENERAL TEACHING GUIDELINES
In this workshop course of preparation for the international certification TESST, lessons that integrate different resources and purposes must be planned; such as developing communication skills, the promotion of autonomy in learning and the awareness regarding the use of English in the classroom.
The suggestions in this section are considered essential for both the workshop, and the English teaching practice.
Here are some ideas for teaching, types of activities, resources to support individual and collective participation, as well as feedback to enable the development of learning in a dynamic and effective way.
First of all, it is a must to emphasize the key role the teacher takes to make use of English in almost all the class, except for the few occasions in which mother tongue is essential because of a specific need. Students must get used to hearing English most of the time, as well as foreign speakers that are fluent in the language. The films, songs,, series in English, and so on, are useful in the classroom, always with clear and specific learning objectives.
These types of practice can also be made among the members of the group, individually, by pairs, trios, or in teams, as it gives a variety to the classes and promotes oral production of the current topics in English-language that are appropriate for different ages, according to their likes and concerns.
Interest and motivation are mandatory for real learning. It must be guided towards the objectives that make sense to the students and that are accepted by them as well. Positive attitude on behalf of the teacher and constant positive reinforcement towards his students’ needs makes them feel confident when producing English language, and the inhibition becomes less when interacting in a different language. That way, the students acquire confidence when listening, writing, reading, and speaking English, and the teacher shares his knowledge and abilities with his future students.
Observing the different types of students, as well as their different abilities, intelligences, and competences is important for the teacher, so he can plan classes according to the different kinds of students, letting them all get the idea of what he is sharing.
Innovative English teaching helps us design and improve in designing methods, materials, or ways of working, that have been used before, but that may become better or have meaningful changes. It is important that the teacher analyzes his way of teaching and asks himself about the aspects that could be innovated. For example, a method might be improved when you have previous knowledge and experience, so more and different elements can be added. That way, the teaching practice is enriched.
Human beings are critic and base their actions and opinions through observation.
Observing classes helps the future teacher with ideas for his teaching practice. The teacher who gives the classes in this workshop – course is the direct image of what must and must not be done in class. That is why it is important to take care of aspects such as image, posture, and language; a teacher who shares his values with his students in order to help them personally and professionally.
The development of the critical, reflexive, and creative thinking and the fact of promoting it with his students, so that they achieve, incorporate, analyze, disassemble and re-elaborate the content, speeches, reflections and experiences, to shape their own approach, ready to correct themselves on what they learn when speaking, writing, expressing opinions, and so on.
The social and cultural changes that we are experiencing nowadays have created what is called “The information society”, which goes along with English language learning.
The role of these new technologies in English language teaching has an extraordinary ability to act as a means of expression, communication and management, being an interesting didactic instrument that allows the teacher to get a lot of information, making management easier and giving him the possibility to use it as an efficient complement of the classes given through distance, using internet, which offers the following possibilities:
It encourages active and meaningful learning English, by developing the student's personal work and promoting their autonomy; it is based on a constructivist learning, encourages interdisciplinary treatment and allows greater flexibility in time distribution for studying and developing basic skills and knowledge of the language, encouraging assessment processes.
personal creations, including the website of the class and allows direct contact with the creators of the consulted information, improving teacher / student relationship.
It is important not to spend extended periods at a single target or a single activity, with only one type of material. You can connect one purpose to another, or take advantage of an activity for more than one purpose. For example, after working in the development of reading comprehension or listening comprehension, the text can be used to discover and clarify certain grammar or vocabulary aspects in English, presenting this approach as a research that students have to solve and not as a presentation by the teacher; students should listen passively, thus encouraging independent learning.
EVALUATION
The purpose of evaluation in this workshop- course, is to constantly measure the development of learning and language and pedagogical skills of future teachers. We recommend different types of evaluation with the objective of having a variety of different approaches. Here are some types that are recommended.
When starting the educational process of this workshop – course, the teacher can make use of the diagnostic evaluation, in order to know more about individual and group characteristics.
In order to develop strategies to promote and encourage self-evaluation process, it is recommended that the student is constantly evaluated through several tools, such as textbooks or reference sources, exercises and activities designed by the teacher or summaries of articles related to the subject and individual exercises that promote self-evaluation, or online, with exercises that are similar to those that will be in each of the four blocks, using websites that are appended to the end of each one of them. The teacher can make use of quizzes online, where the student records his progress daily, weekly or monthly.
Exercises, homework, research and presentations are some aspects that the teacher can evaluate constantly. All evaluation resources to be used have to be known in advance, and the teacher needs to make the correct use of time to develop activities and to prove what has been learned, having evaluation and reinforcement exercises according to the results, letting each student know about his progress and reinforcing needs, making agreements with each of them so as to carry out activities to correct and redirect their educational process.
Assessments should be applied during and after each block to check achievements. This may determine the level of the student’s progress.
It is recommended that before the workshop – course is over, the students are evaluated through a test that is similar to the TESST, which, in case students pass, will internationally certify them as an English teacher for Spanish speakers.
ADDITIONAL BIBLIOGRAPHY
Alonso Tapia, Jesús (1999) "¿Por qué cambia el interés y el esfuerzo de los alumnos durante el trabajo escolar?", en "Psicología de la instrucción. La enseñanza y el aprendizaje en la educación secundaria”. Barcelona, Horsori (Cuadernos de formación del profesorado)
Bruner, Jerome S. (1997), "Pedagogías de uso común", en “The Culture of Education”. Cambridge, Harvard University Press.
Callahan, L. (2004) “Spanish/English code switching in a written corpus”. Philadelphia: John Benjamins.
Dean, Joan (1993), "Habilidades de comunicación", en “La organización del aprendizaje en la escuela primaria”. Barcelona, Paidós.
Fernández, E. M. (2003) “Bilingual sentence processing: Relative clause attachment in English and Spanish”. Philadelphia: John Benjamins.
Ferris, D.R. (2002) “Treatment of error in second language student writing”. Ann Arbor, MI: University of Michigan Press.
Ferris, D.R., & Hedgcock, J. (2005) “Teaching ESL composition: Purpose, process, and practice”. Mahwah, NJ: Erlbaum.
Gardner, D., & Davies, M. (2007) “Pointing out frequent phrasal verbs: A corpus-based analysis”. TESOL Quarterly.
Giambo, D.A., & McKinney, J.D. (2004, Spring).”The effects of a phonological awareness intervention on the oral. English proficiency of Spanish-speaking kindergarten children”. TESOL Quarterly.
Gilbert, K. (2004). ”A comparison of argument structures in L1 and L2 student writing”. Journal of Asian Pacific Communication.
Howard, Elizabeth R., Arteagoitia,I, I., Louguit, M., Malabonga, V., & Kenyon, Dorry M. (2006) The development of the English Developmental Contrastive Spelling Test: A tool for investigating Spanish influence on English spelling development. TESOL Quarterly.
Low, E.KL. (2006) A cross-varietal comparison of deaccenting and given information: Implications for international intelligibility and pronunciation teaching. TESOL Quarterly.
Lynch, B.K. (2003) “Language assessment and program evaluation”. Edinburgh: Edinburgh University Press.
Manen, Max Van (1998), "El tacto pedagógico" y "El tacto y la enseñanza", en “El tacto en la enseñanza. El significado de la sensibilidad pedagógica”. Barcelona, Paidós.
Mc Cagar, D. (2002) “Teacher and student role expectations: Cross cultural difference and implications”. The Internet TESL Journal.
Monereo, Carles (1998) "Enseñar y aprender, dos caras de la misma moneda", en “Estrategias de enseñanza y aprendizaje. Formación del profesorado y aplicación en el aula”. México, Cooperación Española/SEP. Biblioteca del normalista.
Setter, J. (2006) “Speech rhythm in world. “ TESOL Quarterly.
Strickland, K. (2005) “What's after assessment? Follow-up instruction for phonics, fluency and comprehension”. Portsmouth, NH: Heinemann.
Additional websites
http://www.eslgames.com/edutainment/songs.htm
http://www.educacioninicial.com/ei/contenidos/00/0550/572.ASP http://www.saberingles.com.ar/listening/index.html
http://www.kimskorner4teachertalk.com/writing/sixtrait/conventions/definition.html http://www.monografias.com/trabajos17/desarrollo-habilidades-metacognitivas/desarrollo-habilidades-metacognitivas.shtml