<a href="The Mother Tongue in the Chilean EFL Classroom: How We Learn English
Book Description
Publication Date: September 21, 2012
“The Mother Tongue in the Chilean EFL Classroom” is told from my point of view. Yet, in a larger sense, it’s an ELT story that makes the effort to share, a moment in time, with some very special people, in a very special country – Chile, a place time forgot, a place where we do things the Chilean Way.
Don’t bother looking for it on the map. Be content to know it is located at the end of the world, literally. One of the most defining characteristics of an EFL classroom in Chile is the quality of the teacher.
If the teacher teaches English in English, they display what the quality of their beliefs are, namely, “in this classroom there is no place for the mother tongue.” If the teacher teaches English in Spanish, maybe they read my book, but weren’t impressed.
The teacher’s beliefs are also on display, namely, “there is a place for the mother tongue in this classroom.”
Who is right? Who is wrong?
At any rate, the language that the teacher teaches in, is crucial.
It will ultimately define the students’ achievements. As you read the book, stay with me. I have not chosen the direct path, because, if you do not have the background on what it is like to use language as an instrument of national policymaking, then you will end up with a misinterpretation of a simple question:
Should the mother tongue be used in the Chilean EFL classroom?
After reading this book, you will understand why the Chilean teacher teaches as s/he does, and be in a good position to reexamine your own practice…
<a href="The Mother Tongue in the Chilean EFL Classroom: How We Learn English
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<a href="Teaching Academic Writing
Book Description
Publication Date: February 27, 2012
This book is highly practical while addressing the theory underpinning academic writing. It is organized into three parts. Part One: “Writing for Scholarly Publication“, takes a historical look at Academic Writing to inform contents for an Academic Writing course. Part Two, “Helping Preservice Teachers” gives an actual course plan used sucessfully by the author. Part Three, “The Passive Voice Controversy“, demythifies the active voice / passive voice controversy. This is a must have for teachers and students alike.
