Why TESOL?: Theories and Issues in Teaching English as a Second Language for K-12 Teachers

Academic Language acquired alternative assessment American Appalachian English appropriate assessment Authentic Assessment basic Bilingual Education bound morphemes Broward County child classroom cognitive communication Consent Decree consonants context conversation culture Date dialect discourse districts English speakers enrollment errors ESL learners ESOL Program ESOL students example Florida Florida Atlantic University grade level grammar guage Haitian Home Language Survey implicature instruction knowledge language proficiency LEP students lexical lexical categories limited English proficient linguistic locutionary act meaning morphemes native language native speakers needs non-native speakers parents percent phonemic phonological phrase placement POINTS TO REMEMBER question refers response rules scenario second language acquisition second language learners semantic sentence skills social sounds Spanish speak speakers of English speech acts stage strategies structures TABLE target language teacher teaching TESOL tion understand varieties of English verb vocabulary vowel word order