Scribd
Upload
17 views3 pages

Essentials for English Language Teaching

Uploaded by

Lim Mus
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
17 views3 pages

Essentials for English Language Teaching

Uploaded by

Lim Mus
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Essentials for Successful English Language Teaching

Thomas S. C. Farrell and George M. Jacobs


Bloomsbury, 2020, 176 pages, ISBN 978-1-350-09339-3 (paperback); publisher’s
list price: C$37.87

As Farrell and Jacobs (2020) have put it, the communicative language teaching
(CLT) approach represents a paradigm shift for second language education.
However, despite its popularity and importance, Farrell and Jacobs maintain
that CLT is not interpreted or applied uniformly across teaching contexts.
Essentials for Successful English Language Teaching offers second language
teachers a comprehensive pedagogical framework which they can draw
on to effectively implement the principles of CLT in the second language
classroom. The book, now in its second edition, is divided into 11 chapters
that explore eight interconnected strategies for successful second language
education. The core chapters follow a consistent and clear structure which
brings theory and practice together by discussing each of the eight essentials,
presented as the titles of each chapter, in relation to how they may affect the
roles, expectations, and experiences of teachers and students. Additionally,
each essential is introduced to the reader through a resonating vignette—
revised from the first edition—that reflects the latest insights concerning CLT
methodology as well as teachers’ everyday realities.
In Chapter 1, Farrell and Jacobs contextualize the eight essentials
specifically within the CLT methodology. Farrell and Jacobs explain that
CLT is often only partially adopted by second language teachers and that the
(partial) application of CLT varies significantly across educational contexts.
In response, the authors rightly construct a practical and holistic framework
of CLT that helps equip teachers to not only effectively implement CLT
itself, but also promote second language learning that is socially-oriented.
Chapter 2 introduces the first essential: “Encourage Learner Autonomy.”
Through this essential, Farrell and Jacobs position the student as an active
participant in curricular choices, while simultaneously as “responsible for
their own learning” and the learning of their peers (p. 19). In this chapter,
the authors clearly demonstrate the importance of an agency-informed view
of the student and of a curriculum that reflects students’ individual realities.
Chapter 3 expands on what seems to be the foundation for all essentials:
“Emphasize the Social Nature of Learning.” This fascinatingly detailed
chapter is perhaps the most practical and practice-focused one from which
teachers learn how to see students as a community rather than as “separate,
decontextualized individuals” (p. 44). The authors offer a number of
individual roles which students can step into in order to collectively support
group success.
Chapters 4 and 5 go hand-in-hand as both consider different but
interrelated dimensions of learning. In “Develop Curricular Integration”

TESL CANADA JOURNAL/REVUE TESL DU CANADA 99


VOLUME 38, ISSUE 1, 2021   pp. 99–101
[Link]
(Chapter 4), Farrell and Jacobs argue that approaches such as language
across the curriculum, language for specific purposes, and content-based
instruction help promote an interdisciplinary model of pedagogy which
weaves together students’ needs, skills, and interests. In “Focus on Meaning”
(Chapter 5), the authors encourage teachers to prioritize meaning rather than
accuracy. In other words, teachers should constructively interfere with their
students’ learning only if “the meaning is being lost, obscured, or imperiled
by students’ language errors” (p. 67).
Chapters 6 and 7 share the same focus. They seek to help teachers enhance
second language teaching and learning with approaches that recognize
students’ individually distinctive abilities. In “Celebrate Diversity” (Chapter
6), Farrell and Jacobs propose that each student is unique in his or her
learning and communication styles, in addition to exhibiting an individual
“intelligence.” Moreover, the authors discuss the need to learn about students’
multiple identities and to integrate them meaningfully into instruction.
In “Expand Thinking Skills” (Chapter 7), the authors position students as
members of society rather than simply as language learners. Accordingly, the
authors offer a series of strategies for teachers to develop critical and creative
thinking skills in individual students.
Chapters 8 and 9 may be linked together by the overarching theme of
evaluation. The former chapter is about how teachers evaluate students’
work, while the latter is about how teachers evaluate their own roles. In
“Utilize Alternative Assessment Methods” (Chapter 8), Farrell and Jacobs
discuss alternative assessments, such as peer assessment, self-reports, and
portfolios, and their potential to learning by replicating “real-life conditions
where people struggle through process while arriving at product” (p. 120).
In “Promote English Language Teachers as Co-learners” (Chapter 9), the
authors provide teachers the tools to reconceptualize and maximize their
roles as teachers. In this chapter, teachers are encouraged to see the multiple
roles they play: researchers, learners, teachers, coaches, and mentors.
Chapter 10 is timely in light of the current global pandemic as instruction
has largely moved to online delivery. In “Eight Essentials Facilitated with
Technology and Cooperation,” Farrell and Jacobs briefly examine the potential
of technological tools, such as email, blogs, podcasts, mobile applications,
and social media platforms, among others, to promoting the eight essentials
in the digital domain. The authors conclude the book with a chapter that
revisits the key perspectives of CLT as well as the seminal strategies that
support the effective implementation of the method.
Essentials for Successful English Language Teaching is an important
book for novice and experienced second language teachers alike. With its
clear language and consistent layout, the book provides a systematic and
accessible presentation of the foundations of CLT and addresses the need to
develop standards for practice around CLT in second language education.
This book is particularly useful for second language teacher candidates who

100 VANDER TAVARES


wish to learn not only about CLT itself, but also the everyday realities of
second language teaching: the complex yet rewarding experience of language
teaching. Farrell and Jacobs effectively link theory to practice in a teacher-
friendly and teacher-centred style. Although the authors call for a holistic
understanding and implementation of CLT, much of how the eight essentials
converge in practice is left for teachers to figure out as the authors discuss
the eight essentials discretely and provide brief and generalized examples of
how the essentials might interconnect in the last chapter. Overall, Essentials
for Successful English Language Teaching proposes the kind of second language
learning that recognizes students and teachers as complex, active, and
agentive individuals and the second language classroom as an extension of
an interconnected and fast-changing world.
Vander Tavares
The Reviewer
Vander Tavares holds a PhD in Linguistics and Applied Linguistics from York University in
Toronto, Canada. He is currently a postdoctoral research fellow in the Faculty of Education at
Høgskolen i Innlandet (Inland Norway University of Applied Sciences). His more recent work
focuses on internationalization of higher education, the international student experience, second
language acquisition and identity development.

TESL CANADA JOURNAL/REVUE TESL DU CANADA 101


VOLUME 38, ISSUE 1, 2021  

Common questions

Powered by AI

Farrell and Jacobs suggest strategies such as promoting critical and creative thinking skills, integrating students' identities into instruction, and emphasizing the social roles students play within society as means to enhance thinking skills. By doing so, they advocate for a comprehensive educational approach that transcends mere language acquisition and fosters broader cognitive and social development .

Farrell and Jacobs contextualize 'Encourage Learner Autonomy' by positioning the student as an active participant in curricular choices, responsible for their own learning and the learning of peers. This principle is integrated within CLT by advocating for a student-centered approach that promotes agency and responsibility, reflecting students' individual realities .

Technological tools, such as email, blogs, podcasts, mobile applications, and social media, offer potential for facilitating the eight essentials of CLT by providing platforms for communication, collaboration, and resource sharing in digital formats. These tools enhance accessibility and adaptability, allowing the principles of CLT to be applied in diverse and modern contexts, especially online .

Farrell and Jacobs emphasize the social nature of learning because it encourages teachers to view students as a community rather than isolated individuals. This focus allows for a collective approach to learning, where students take on individual roles that support group success. It reflects the interconnected nature of learning and aligns with the principles of Communicative Language Teaching .

Alternative assessment differs from traditional assessment by focusing on replicating real-life conditions where learning is seen as a process rather than a product. Methods like peer assessment, self-reports, and portfolios engage students in reflective practices, help assess individual progress, and emphasize collaborative skills, rather than simply testing for rote memorization or isolated skills .

'Language across the curriculum' and 'content-based instruction' promote interdisciplinary pedagogy by weaving together students’ needs, skills, and interests across different subjects. These approaches encourage learning through meaningful contexts, making language learning part of broader educational experiences, and thus supporting an integrated and holistic educational model .

Addressing the everyday realities of second language teaching is significant as it equips teachers with practical insights and tools to handle the complexities and challenges of teaching. This focus on reality-based scenarios prepares them for a rewarding teaching experience by integrating theoretical knowledge with real-world application, making their approach more effective and relatable .

Farrell and Jacobs link theory and practice by structuring each chapter consistently to explore a specific essential, discussing its practical application, and providing resonating vignettes. This method supports teachers in understanding both the theoretical foundations and practical implications of CLT, bridging any gap between academic concepts and classroom realities .

'Develop Curricular Integration' relates to their framework as it encourages a pedagogy that interlinks language with other curricular areas. This interdisciplinary approach supports the holistic development of students by aligning educational practices with students' interests and real-world realities, reinforcing the CLT principle that language learning should be integrated with overall education .

Farrell and Jacobs advocate for teachers to reconceptualize their roles to embrace multiple identities beyond just teaching, including being researchers, learners, coaches, and mentors. This approach encourages teachers to continuously learn and integrate new strategies to enhance effectiveness, fostering an inclusive and dynamic learning environment .

You might also like