The ESL Classroom Teaching, Critical Practice, and Community Development
The ESL Classroom Teaching, Critical Practice, and Community Development by Brian D. Morgan, published by University of Toronto Press in January 1998, offers a thoughtful exploration of the challenges involved in teaching English as a second language to newcomers in Canada. This 167-page book draws on Morgan’s extensive teaching experiences in both Canada and China, providing insights into the nature and objectives of ESL education while emphasizing the need for relevance to the social, political, and cultural contexts of students.
Readers will find a blend of practical approaches and theoretical insights aimed at enhancing ESL teaching effectiveness. Morgan advocates for the incorporation of meaningful subject matter into lessons, suggesting topics such as ecology, gender roles, and employment equity as particularly relevant for immigrant groups. The book includes lesson plans, examples of students’ work, and engaging anecdotes from the classroom, presenting a fresh perspective on the complexities of ESL teaching and the importance of community development in education.
Official synopsis Publisher
The complexities of teaching English as a second language to those newly arrived in Canada are addressed with insight and humour in this book. Brian Morgan draws extensively on his own teaching experience in Canada and China to reinvestigate the nature and aims of ESL teaching and to formulate approaches to becoming a more effective ESL teacher.
Morgan’s central principle is that ESL theories, materials, and approaches should be relevant to the social, political, and cultural conditions of each group of students. He stresses the importance of finding subject matter that will provide meaningful content for lessons, suggesting that discussion topics such as ecology, gender roles, changing social identity, and employment equity are often valid and appropriate for immigrant groups. Written for teachers by a teacher, the book includes lesson plans, examples of students’ work, and vivid anecdotes of classroom incidents, presenting an important new perspective on ESL teaching.
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